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High School Instructional Guide For

Biology

Division of Instruction Publication No.

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Los Angeles Unified School District High School Instructional Guide for Biology

Table of Contents Contents PagesAcknowledgements iiiForeword viiScience Instructional Guide Overview viiiGraphic Organizer of the Science Instructional Guide xSection I. Overview of Major District Initiatives

A. Excerpts from the Secondary Literacy Plan 1-1B. The Nine Principles of Learning 1-2C. Culturally Relevant Teaching Methods to Close the Achievement Gap 1-4D. Small Learning Communities 1-6E. Urban Systemic Program Grants (USP)-Los Angeles (LAUSP) 1-7F. Mathematics and Science Partnership Grants (MSP); System-Wide Change for

All Learners and Educators (S.C.A.L.E) 1-7

Section II. Overview of State of California Documents A. California Content Standards 2-1B. Science Framework for California Public Schools 2-1C. California Standards for the Teaching Profession 2-2

Section III. Science Pedagogy A. Instruction, Learning Transfer, Inquiry 3-1B. Principles and Domains of Culturally Relevant and Responsive Pedagogy 3-4C. Science Disciplinary Literacy 3-5

Section IV. Overview of Assessment A. Concepts for Assessment in Science 4-1B. LAUSD Periodic Assessment in Science 4-1C. Scoring of Periodic Assessments 4-4D. Unit Reflection and Intervention 4-4E. Sample Periodic Assessment Items 4-5

Section V. Biology A. Introduction to the Biology Section 5-1B. Biology Periodic Assessments Organizer 5-2

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C. Graphic Organizer for Biology 5-3D. Legend for Matrix Chart 5-4E. LAUSD – Biology Matrix Chart 5-5F. Performance Tasks for Biology 5-44

Section VI. Sample Immersion (Extended Investigation) Project for Biology A. Biology Immersion Unit 6-1

Section XI. Appendices

B. References and Suggested Readings 7-1C. Suggested Readings for Culturally Responsive Instruction 7-3D. Mathematics Science Technology Centers 7-4E. District Secondary Science Personnel 7-8F. Recommended Programs and Contacts 7-10

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ACKNOWLEDGMENTS This publication reflects the collaborative effort of the many educators. This revision of Publication No. SC-863.19 (Revised 2001) is based on the Science Content Standards for California Public Schools, Kindergarten Through Grade 12. Appreciation is extended to the following educators who worked on the past and present publications:

Local District Personnel

District 1 Luis Rodriguez Science Specialist District 2 David Kukla Science Specialist District 3 Karen Jin Science Expert District 4 Dr. Thomas W. Yee Science Specialist District 5 Robert Scott Science Expert District 5 Michele Parsons Science Expert District 6 Pamela H. Williams Science Expert District 6 Catherine Duong Science Advisor District 7 Roman Del Rosario Science Expert District 7 Tina Perry Science Advisor District 8 Gilbert Samuel Science Expert

Science Advisory Panel

Cheryl Tibbals Educational Consultant Local District 6 Dale Vigil Superintendent Lowman MST Center Daniel McDonnell Science Advisor Secondary Science Branch Dr. Athaur Ullah Director Kennedy High School Gerardo Vaquerano Teacher Foshay Learning Center Karel Lilly Teacher Local District 3 Karen Jin Science Expert UTLA Linda Guthrie Vice President Secondary Ed. Instructional Support Services Liza Scruggs Assistant Superintendent Local District 1 Luis Rodriguez Science Specialist Holly wood High School Marissa Hipol Teacher AALA Mike O’Sullivan President Local District 6 Pamela H. Williams Science Expert Wilson High School Phil Naimo Principal Local District 7 Scott Braxton High School Director San Pedro High School Stephen Walters Principal

Parent Community Branch Zella Knight Representative

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Math Science Technology Center Advisors

East Los Angeles MST Center Angela Okwo Lowman MST Center Daniel McDonnell Van Nuys MST Center Dave Hicks Westside MST Center Henry Ortiz San Pedro MST Center John Zavalney

UTLA Approved Design Team

District 1 R. Natasha Galvez Chatsworth High School Ben Vallejo Chatsworth High School Patricia Moran Cleveland High School Sarkis Margossian Monroe High School Mary Stepter Monroe High School Barbara Scott Valley New HS #1

District 2

Karen Evens Grant High School Barbara Donatella Sylmar High School Jonathan Hayes Sylmar High School Cathy Uchida Verdugo Hills High School

District 3

Davina Bradley Dorsey High School Karen Laramay Hamilton High School Irina Balan Los Angeles High School

District 4

Bong Le Belmont High School Joe Llamas Belmont High School Edgar Ticzon Eagle Rock High School Richard Redman Franklin High School Patricia Baker Hollywood High School Marissa Hipol Hollywood High School Catherine Devine Marshall High School

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District 5

Lanny Larsen Bravo Medical Magnet Michael Morgan Bravo Medical Magnet Larry Quimby Bravo Medical Magnet Naomi White Jefferson High School Ron Ozuna Roosevelt High School

District 6

Lisa Kramer Elizabeth Learning Center Jay Estabrook South Gate High School Gary Fong South Gate High School Pamela Higgins South Gate High School Terri Stevens Sought Gate High School

District 7

Leticia Perez Fremont High School Pedro DeLeon Foshay Learning Center Natalie Tran Jordan High School Vanessa Morris Locke High School Eric Wheeler Manual Arts High School

District 8

Tammy Bird-Beasley Carson High School Elizabeth Garcia Carson High School Kevin McManus Gardena High School Chris Nsor Gardena High School Elaine Gima Narbonne High School Kim Monson Narbonne High School

IFL

William Tarr IFL – Science Liason Patty MCGruder IFL – District Liason

AEMP

Dr. Noma Le Moine Director Carlos C. Barron Instructional Specialist

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Instructional Guide Coordinator

Diane L. Watkins, High School Science Coordinator

Instructional Guide Consultant Cheryl Tibbals

LAUSD Central Office

Don Kawano, Middle School Science Coordinator

Myrna H. Estrada, ICS 1 Science Expert

Athaur Ullah, Ed.D, Director of Science

Liza G. Scruggs, PhD., Assistant Superintendent, Division of Instructional Support Services

APPROVED:

RONNI EPHRAIM Chief Instructional Officer

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Los Angeles Unified School District

Foreword Former New York Mayor Rudy Giuliani is well known for the simple two-word sign on his desk, "I'm Responsible." This sign was strategically placed to remind both the mayor and visitors that true success comes from co-accountability and co-responsibility. In a coherent instructional system, everyone is responsible for student learning and student achievement. The question we need to constantly ask ourselves is, "How are our students doing?" The starting point for an accountability system is a set of standards and benchmarks for student achievement. Standards work best when they are well defined and clearly communicated to students, teachers, administrators, and parents. The focus of a standards-based education system is to provide common goals and a shared vision of what it means to be educated. The purposes of a periodic assessment system are to diagnose student learning needs, guide instruction and align professional development at all levels of the system. The Los Angeles Unified School District is re-designing elementary and secondary instruction. Putting Students First is our District's plan to improve the academic achievement of all students. The primary purpose of this Instructional Guide is to provide teachers and administrators with a tool for determining what to teach and assess. More specifically, the Instructional Guide provides a "road map" and timeline for teaching and assessing the Science Content Standards for California Public Schools. I ask for your support in ensuring that this tool is utilized so students are able to benefit from a standards-based system where curriculum, instruction, and assessment are aligned. In this system, curriculum, instruction, and assessment are tightly interwoven to support student learning and ensure ALL students have equal access to a rigorous curriculum. We must all accept responsibility for closing the achievement gap and improving student achievement for all of our students. Roy Romer Superintendent of Schools

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Science Instructional Guide Overview

The Science Instructional Guide for Integrated/Coordinated Science, Biology and Chemistry provides a contextual map for teaching all of the California Science Standards. The Guide provides the foundation for building a classroom curriculum and instructional program that engages all students in rigorous and dynamic learning. Aligned to the California Science Standards and the Science Framework for California Public Schools, the instructional resources in this Guide support District initiatives to close the achievement gap and raise all students to “proficient” performance in science. The Science Instructional Guide is one part of a “systemic” approach to the teaching of science that aligns curriculum, instruction, assessment, and professional development which is made systemically coherent through local district professional development. Background The State of California established the Standardized Testing and Reporting (STAR) Program to evaluate programs and determine student proficiency on the content standards for Language Arts, Mathematics, Science, and Social Studies. The STAR Program tests 5th Grade students with a California Standards Test (CST) in science that is aligned to the grades 4 and 5 California standards. Specific California Standards Tests are also given at the high school level for grades 9 - 11. The STAR Program is also used by California to meet some of the requirements of the No Child Left Behind (NCLB) Act (PL 107-110), signed into law in January 2002. The Federal NCLB Legislation specifies a timeline that requires states to adopt either grade-level

content standards, aligned to benchmarked standards, in English, mathematics and science. Once these content standards are adopted, states must phase in assessments aligned to their adopted content standards. The NCLB science requirement specifies that, by the 2007-08 school year, states should give standards-aligned assessments in science at least once in the grade spans 3-5, 6-9, and 10-12. In 2007, there will be a test in Grade 8 focused on the Grade 8 content standards and a test at Grade 10 focused on the Grade 6-8 Life Science and high school Biology/Life Science standards. The 5th Grade CST will be used for both the STAR Program and the NCLB requirement. The results of these assessments, as well as those in English and mathematics, are used in the states’ accountability programs as one of several indicators for schools’, districts’, and states’ Adequate Yearly Progress (AYP). Schools, districts, and states that do not meet their AYP targets may face Federal sanctions under NCLB. The purpose of this Instructional Guide and the accompanying periodic assessments is to: 1) provide teachers with the support needed to ensure that students have received the science content specified by the Science Content Standards for California Public Schools, and 2) to provide direction for instruction or additional resources that students may require in order for to become proficient in the science course being studied. This Guide is intended to be the foundation of a standards-based instructional program in science which the local district, school and classroom will enrich and expand based on local expertise and available resources. The Role of the Instructional Guide to Support Instruction The Instructional Guide is a foundation for the teaching of science in Integrated/Coordinated Science I, Biology, and Chemistry. The guide

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is designed to provide support for teachers with instructional resources to assist them in their implementation of a standards-based program. The Guide is designed as a resource to support the implementation of a balanced instructional program that employs myriad learning activities to produce the conceptual understanding of scientific phenomena. This Guide should be used at the local district level as a foundation for the development of an instructional program that best utilizes the expertise and resources within that local district. In implementing this Guide, it is suggested that teachers work together to select the best combination of resources to meet their instructional goals and the specific learning needs of their students. Therefore, this Guide focuses on the efficient use of all instructional resources found in many LAUSD schools and those available through many of the Mathematics Science Technology (MST) Centers. Another role of this Guide is to support the use of periodic diagnostic assessments to ensure that students have access to the Science Content Standards for California Public Schools. Proficiency of the K - 12 science standards will provide a strong foundation by which students may go on to become “scientifically literate” citizens of the 21st century. Organization of the Science Instructional Guide The Science Instructional Guides for Biology and Chemistry are organized into three “Instructional Components” that map out the academic year. The Instructional Guide for Integrated/Coordinated Science I is mapped into four instructional components. Included in each instructional component for Integrated/Coordinated Science I, Biology and Chemistry are the following:

• Standards for Instructional Component

• Standard Groups • Key Concepts • Analyzed Standards • Instructional Activities and

Resources • Immersion Units (extended

science investigations)

Immersion units are extended science investigations (four weeks or more). The use of an immersion unit is an instructional task that combines and applies concepts to ensure that all students engage in an extended scientific investigation at least once per year. The immersion projects will provide all students with the opportunity to:

• Investigate a scientific topic in-depth over an extended period of time.

• Gather data that tests the hypothesis.

• Confront conflicting evidence. • Draw conclusions and reflect on

those conclusions.

These immersion units are an ideal way of deepening inquiry in science, supporting personalized learning and can be used in Small Learning Community settings. These extended investigations also support culturally responsive pedagogy; all students use both deductive and inductive reasoning to built concepts and make connections to prior experience and cultures.

An Appendix with District contacts and other useful information is included at the end of this Instructional Guide.

• Appendix

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I. Major District Initiatives

The Science Instructional Guide and Periodic Assessment are part of the larger District Periodic Assessment System that will support major Los Angeles Unified School District Initiatives:

• Secondary Literacy Plan, • Institute For Learning (IFL)- Nine

Principles of Learning, • Closing the Achievement Gap:

Improving Educational Outcomes for Under-Achieving Students Initiative,

• Small Learning Communities, • The Los Angeles Urban Systemic

Program and • The Mathematics Science Program for

System-Wide Change for All Learners and Educators (S.C.A.L.E.).

Excerpts from the Secondary Literacy Plan The goal of the Los Angeles Unified School District's Secondary Literacy Plan is to enhance the District's efforts to provide learning opportunities and instruction to enable all middle and high school students to perform rigorous work and to meet or exceed proficiency in each content area. The plan is designed to address student and teacher needs and overcome challenges commonly faced in middle and high school today. The purposes of the plan include the following: To address literacy in all content areas.

• To help secondary teachers define their role in teaching reading and writing in their content areas.

• To help struggling students with basic reading and writing skills and to provide differentiated support.

• To train secondary content area teachers to provide additional, differentiated support for students

who lack basic reading and writing skills.

• To change the institutional culture and school structures of traditional middle and high schools that often isolate teachers and students and act as barriers to learning and change.

To meet the challenges of the Secondary Literacy Plan some of the following actions are to:

• Develop instructional guides to support standards-based instruction for specific content areas.

• Communicate that content literacy addresses the development of literacy and content knowledge simultaneously.

• Organize instruction at the secondary level to create and support learning conditions that will help all students succeed.

• Implement a coherent ongoing professional development plan that will provide content area teachers with content-specific knowledge and expertise to meet the varied learning and literacy needs of all students.

• Structure of an organizational design (literacy cadres and coaches) that will enhance all school's capacity to address the teaching of students with diverse learning needs. Create an infrastructure that will include instructional models to support expert teaching of content aligned to the standards.

• Differentiate instructional programs to meet the varied needs of all students, particularly those who need extensive accelerated instruction in decoding, encoding, and reading fluency

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The Division of Instructional Support Services is presently engaged in a comprehensive review of all intervention strategies and programs. The office will bring forward recommendations that will better define our intervention programs and ensure that all interventions are research-based, effective and correlated to classroom instruction. The office will identify specific interventions and recommendations for grades K through 12 including a comprehensive review of the present summer school and intercession, and other interventions programs. It is critical that as we implement standards-based instruction, that we have the capacity to diagnose student weaknesses and prescribe specific interventions that will help correct those weaknesses. In accomplishing this goal, we will need to: identify in-class strategies, extended day strategies, and strategies that can be implemented in summer school and intersession programs. Professional development must be provided so that all teachers are taught instructional approaches that support success for all students. Figure 1 illustrates an overview of the Secondary Literacy Plan Components and shows the "content connections" among the disciplines of Science, English Language Arts, Mathematics, and Social Studies. The interaction of the standards, professional development, assessment and evaluation combine to form an interactive system that promotes content literacy.

Figure 1- Secondary Literacy Chart

B. The Nine Principles of Learning The Nine Principles of Learning from the Institute for Learning provide the theoretical foundation of research-based instructional practices that provide the foundation for the Secondary Redesign Comprehensive Plan. These nine principles are embedded throughout the Instructional Guide and underscore the beliefs of the Los Angeles Unified School District.

An effort-based school replaces the assumption that aptitude determines what and how much students learn with the assumption that sustained and directed effort can yield high achievement for all students. Everything is organized to evoke and support this effort, to send the message that effort is expected and that tough problems yield to sustained work. High minimum standards are set and assessments are geared to the standards. All students are taught a rigorous curriculum aligned to the standards, along with as much time and expert instruction as they need to meet or exceed expectations. This principle is one of the guiding beliefs common in every school in the Los Angeles Unified School District.

• Organizing for Effort

A man must have a certain amount of intelligent ignorance to get anywhere.

Charles Franklin Kettering (1876-1958) U. S. engineer and

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• Clear Expectations If we expect all students to achieve at high levels, then we need to define explicitly what we expect students to learn. These expectations need to be communicated clearly in ways that get them "into the heads" of school professionals, parents, school communities and, above all, students themselves. Descriptive criteria and models of work that meets standards should be publicly displayed, and students should refer to these displays to help them analyze and discuss their work. With visible accomplishment targets to aim toward at each stage of learning, students can participate in evaluating their own work and setting goals for their own efforts. • Fair and Credible Evaluations If we expect students to put forth sustained effort over time, we need to use assessments that students find fair, and that parents, community, and employers find credible. Fair evaluations are ones that students can prepare for: therefore, tests, exams and classroom assessments as well as the curriculum must be aligned to the standards. Fair assessment also means grading against absolute standards rather than on a curve, so students clearly see the results of their learning efforts. Assessments that meet these criteria provide parents, colleges, and employers with credible evaluations of what individual students know and can do.

If we expect students to put forth and sustain high levels of effort, we need to motivate them by regularly recognizing their accomplishments. Clear recognition of

authentic accomplishment is the hallmark of an effort-based school. This recognition can take the form of celebrations of work that meets standards or intermediate progress benchmarks en route to the standards. Progress points should be articulated so that, regardless of entering performance level, every student can meet real accomplishment criteria often enough to be recognized frequently. Recognition of accomplishment can be tied to an opportunity to participate in events that matter to students and their families. Student accomplishment is also recognized when student performance on standards-based assessments is related to opportunities at work and in higher education. • Academic Rigor in a Thinking Curriculum Thinking and problem solving will be the "new basics" of the 21st century, but the common idea that we can teach thinking without a solid foundation of knowledge must be abandoned, so must the idea that we can teach knowledge without engaging students in thinking. Knowledge and thinking are intimately joined. This implies a curriculum organized around major concepts that students are expected to know deeply. Teaching must engage students in active reasoning about these concepts. In every subject, at every grade level, instruction and learning must include commitment to a knowledge core, high thinking demand, and active use of knowledge.

Talking with others about ideas and work is fundamental to learning but not all talk sustains learning. For classroom talk to promote learning it must be accountable to the learning community, to accurate and appropriate knowledge, and to rigorous thinking. Accountable talk seriously responds to and further develops what others in the

• Recognition of Accomplishment

• Accountable Talk

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group have said. It puts forth and demands knowledge that is accurate and relevant to the issue under discussion. Accountable talk uses evidence appropriate to the discipline (e.g., proofs in mathematics, data from investigations in science, textual details in literature, documentary sources in history) and follows established norms of good reasoning. Teachers should intentionally create the norms and skills of accountable talk in their classrooms.

Intelligence is much more than an innate ability to think quickly and stockpile bits of knowledge. Intelligence is a set of problem-solving and reasoning capabilities along with the habits of mind that lead one to use those capabilities regularly. Intelligence is equally a set of beliefs about one's right and obligation to understand and make sense of the world, and one's capacity to figure things out over time. Intelligent habits of mind are learned through the daily expectations placed on the learner by calling on students to use the skills of intelligent thinking, and by holding them responsible for doing so, educators can "teach" intelligence. This is what teachers normally do with students from whom they expect achievement; it should be standard practice with all students.

If students are going to be responsible for the quality of their thinking and learning, they need to develop and regularly use an array of self-monitoring and self-management strategies. These meta- cognitive skills include noticing when one doesn't understand something and taking steps to remedy the situation, as well as formulating questions and inquiries that let one explore deep levels of meaning. Students also manage their own learning by evaluating the feedback they get from others; bringing their background knowledge to bear on new learning;

anticipating learning difficulties and apportioning their time accordingly and judging their progress toward a learning goal. These are strategies that good learners use spontaneously and that all students can learn through appropriate instruction and socialization. Learning environments should be designed to model and encourage the regular use of self-management strategies.

For many centuries most people learned by working alongside an expert who modeled skilled practice and guided novices as they created authentic products or performances for interested and critical audiences. This kind of apprenticeship allowed learners to acquire complex interdisciplinary knowledge, practical abilities, and appropriate forms of social behavior, Much of the power of apprenticeship learning can be brought Into schooling by organizing learning environments so that complex thinking is modeled and analyzed, and by providing mentoring and coaching as students undertake extended projects and develop presentations of finished work, both in and beyond the classroom. C. Culturally Relevant Teaching Methods to Close the Achievement Gap In June of 2000, the LAUSD Board of Education approved a resolution that called for an Action Plan to eliminate the disparities in educational outcomes for African American as well as other student groups. Five major tenets, along with their recommendations, performance goals, and evaluations are to be embedded into all District instructional programs. The Science Instructional Guide for Middle School Grades 6-8 supports these tenets that are:

• Socializing Intelligence

• Self-management of Learning

• Learning as Apprenticeship

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Comprehensive professional development for administrators, teachers, counselors, and coaches on Culturally Responsive and Culturally Contextualized Teaching will ensure that instruction for African American students is relevant and responsive to their learning needs. • Tenet 2 - Students' Opportunity to Learn (Adult-Focused): The District will provide professional development in the Academic English Mastery Program (AEMP) to promote language acquisition and improve student achievement.

The District will make every effort to ensure that all staff (Central, Local District, and School Site) and all external support providers are adequately trained and have the pedagogical knowledge and skill to effectively enhance the academic achievement of African American students.

Parents should be given the opportunity and the tools to be effective educational advocates for their children. The District will continue to support the efforts of its schools to engage parents in the education of their children through improved communication among schools, teachers, and parents.

The disparities in educational outcomes for African American as well as other students will be systemically monitored and ongoing

reflection and planning will occur at all levels in the District. Culturally Relevant and Responsive Methods for increasing achievement outcomes for African American and other underachieving students of Color. The following are basic assumptions upon which culturally relevant and responsive instruction and learning is built. Basic Assumptions

Comprehensible: Culturally Responsive Teaching teaches the whole child. Culturally Responsive teachers develop intellectual, social emotional, and political learnings by using cultural references to impart knowledge, skills, and attitudes.

Multidimensional: Culturally Responsive Teaching encompasses content, learning context, classroom climate, student-teacher relationships, instructional techniques, and performance assessments. Empowering: Culturally Responsive Teaching enables students to be better human beings and more successful learners. Empowering translates into academic competence, personal confidence, courage, and the will to act.

Transformative: Culturally Responsive Teaching defies conventions of traditional educational practices with respect to ethnic students of color. It uses the cultures and experience of students of color as worthwhile resources for teaching and learning, recognizes the strengths of these students and enhances them further in the instructional process. Culturally Responsive Teaching

• Tenet 1 - Students Opportunity to Learn (Student-Focused):

• Tenet 3 - Professional Development for Teachers and Staff Responsible for the Education of African American Students.

• Tenet 4 - Engage African American parents and community in education of African American students.

•Tenet 5 - Ongoing planning, systematic monitoring, and reporting

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transforms teachers and students. It is in the interactions with individual educators that students are either empowered or alternately, disabled - personally and academically.

Emancipatory: Culturally Responsive Teaching is liberating. It makes authentic knowledge about different ethnic groups accessible to students and the validation, information, and pride it generates are both psychologically and intellectually liberating.

D. Small Learning Communities The Los Angeles Unified School District is committed to the learning of every child. That commitment demands that every child has access to rich educational opportunities and supportive, personalized learning environments. That commitment demands that schools deliver a rich and rigorous academic curriculum and that students meet rigorous academic standards. Correspondingly, the large, industrial model schools typical of urban areas will be reconfigured and new schools will be built and/or organized to accommodate Small

Learning Communities. These communities will be characterized by:

• Personalized instruction • Respectful and supportive learning

environments • Focused curriculum • Rigorous academic performance

standards • Continuity of instruction • Continuity of student-teacher

relationships • Community-based partnerships • Joint use of facilities • Accountability for students, parents,

and teachers • Increased communication and

collaboration • Flexibility and innovation for

students, parents, and teachers

The LAUSD is committed to the redesign of its schools. That commitment includes the willingness to treat students as individuals and the willingness to allow each school to fulfill the goals of the Small Learning Community ideals in the uniqueness of its own setting.

Every honest researcher I know admits he's just a professional amateur. He's doing whatever he's doing for the first time. That makes him an amateur. He has sense enough to know that he's going to have a lot of trouble, so that makes him a professional.

Charles Franklin Kettering (1876-1958) U. S. engineer and inventor.

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E. The Los Angeles Urban Systemic Program (LAUSP) The Urban Systemic Program (USP) is a national initiative sponsored by the National Science Foundation (NSF). The grant is reviewed yearly by the NSF and will sunset 2004-2005. The USP is built upon the foundation of the previous LA-SI (Los Angeles Urban Systemic Initiative) Program to improve Mathematics, Science, and Technology education. The USP is focusing on enhancing the following components: standards-based curriculum, instructional methods, instructional materials, assessment, and professional development. These goals are being addressed by:

• Evaluating the system's science and mathematics infrastructure, the needs of the workforce, workforce competency and workforce capacity to deliver the curriculum.

• Aligning curriculum to be standards-based for all students.

• Providing differentiated professional development in content and pedagogy in standards- based curriculum.

• Encouraging enrollment in advanced mathematics and science courses.

F. Mathematics, Science, Partnership Grants - System-wide Change for All Learners and Educators (S.C.A.L.E) The S.C.A.L.E. partnership is a five year NSF grant program that brings together mathematicians, scientists, social scientists, engineers, technologists and education practitioners to build a whole new approach to enhancing mathematics and science education. The goal of S.C.A.L.E. is to improve the mathematics and science achievement of all students at all grade levels by engaging them in deep and authentic instructional experiences. One major component of the partnership is to have all students engaged in an extended (e.g., four weeks or more) scientific investigation at least once a school year.

I do not know what I may appear to the world; but to myself I seem to have been only like a boy playing on the seashore, and diverting myself in now and then finding of a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me. Sir Isaac Newton (1642-1727) English physicist, mathematician.

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II. State of California Documents

The Science Content Standards for California Public Schools, Kindergarten through Grade 12 represents the content of science education and includes essential skills and knowledge students will need to be scientifically literate citizens in the twenty-first century. The Science Framework for California Public Schools is a blueprint for reform of the science curriculum, instruction, professional preparation and development, and instructional materials in California. The science standards contain precise descriptions of what to teach at specific grade levels; the framework extends those guidelines by providing the scientific background and the classroom context for teachers to use as a guide. The framework is intended to (1) organize the body of knowledge that student need to learn during their elementary and secondary school years; and (2) illuminate skills that will be used to extend that knowledge during the students' lifetimes. These documents drive science instruction in California. A. The California Content Standards The California content standards are organized in each assessment period for instructional purposes and continuity of scientific concepts. They provide the foundational content that each student should achieve. Simply dividing the standards by the number of instructional days and teaching each standard discretely is neither efficient nor effective. The Framework states, "effective science programs reflect a balanced,

comprehensive approach that includes the teaching of investigation and experimentation skills along with direct instruction and reading (p.11)." Teaching them in the same sequence as written also contradicts the Framework which states that "Investigation and experimentation cuts across all content areas…(p.11)" The standards for, Biology and Chemistry are mapped into 3 assessment and instructional components. The standards for Integrated/Coordinated Science I are mapped into 4 assessment and instructional components. The teacher, student, administrator and public must understand that the standards reflect "the desired content of science curriculum…" and they "should be taught so that students have the opportunity to build connections that link science to technology and societal impacts (Science Content Standards, p. ix)." Thus, the standards are the foundation for understanding societal issues such as the environment, community health , natural resources , population and technologyl. B. Science Framework for California Public Schools The Science Framework for California Public Schools supports the California Science Content Standards. The Framework "establishes guiding principles that define attributes of a quality science curriculum at all grade levels...(p v -vi) " These principles of an effective science education program address the complexity of the science content and the methods by which science content is effectively taught. The guiding principles are discussed in this Instructional Guide in the section entitled: “The Role of the Instructional Guide as a Resource to Support Instruction.” These principles state that effective science programs:

The High School Instructional Guide for Biology is built upon the framework provided by the Science Content Standards for California Public Schools© 2000, the California Standards for the Teaching Profession, and the Science Framework for California Public Schools©2003. Each of these California documents has overarching implications for every grade level from Pre-K to 12.

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• Are based on standards and use standards-based instructional materials.

• Develop students' command of the academic language of science used in the content standards.

• Reflect a balanced, comprehensive approach that includes the teaching of investigation and experimentation skills along with direct instruction and reading.

• Use multiple instructional strategies and provide students with multiple opportunities to master content standards.

• Include continual assessment of students' knowledge and understanding with appropriate adjustments being made during the academic year.

C. California Standards for the Teaching Profession The California Standards for the Teaching Profession provides the foundation for the teaching profession. These standards offer a common language and create a vision that enables teachers to define and develop their practice. Reflected in these standards is a critical need for all teachers to be responsive to the diverse cultural, linguistic, and socioeconomic backgrounds of their students. These standards, which take a holistic view of teaching that recognizes its complexity, are based upon expert advice and current research on the best teaching practices. The California Standards for the Teaching Profession provides a

framework of six standards with thirty-two key elements that represent a developmental, holistic view of teaching, and are intended to meet the needs of diverse teachers and students. These standards are designed to help educators do the following:

• Reflect about student learning and

practice; • Formulate professional goals to

improve their teaching practice and; • Guide, monitor and assess the

progress of a teacher's practice toward professional goals and professionally accepted benchmarks.

The teaching standards are summarized below. Further expansion and explanation of the key elements are presented in the complete text, California Standards for the Teaching Profession, which can be obtained from the California Commission on Teacher Credentialing at: http://www.ctc.ca.gov/reports/cstpreport.pdf

Teachers build on students' prior knowledge, life experience, and interests to achieve learning goals for all students. Teachers use a variety of instructional strategies and resources that respond to students' diverse needs. Teachers facilitate challenging learning experiences for all students in environments that promote autonomy, interaction and choice. Teachers actively engage all students in problem solving and critical thinking within and across subject matter areas. Concepts and skills are taught in ways that encourage students to apply them in real-life contexts that make subject matter meaningful. Teachers assist all students to become self-directed learners who are able to demonstrate, articulate, and evaluate what they learn. Teachers create physical environments that engage all students in purposeful learning activities and encourage constructive interactions among students. Teachers maintain safe learning environments in which all students are treated fairly and respectfully

• Standard for Engaging and Supporting All Students in Learning

• Standard for Creating and Maintaining Effective Environments for Student Learning

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as they assume responsibility for themselves and one another. Teachers encourage all students to participate in making decisions and in working independently and collaboratively. Expectation for student behavior are established early, clearly understood, and consistently maintained. Teachers make effective use of instructional time as they implement class procedures and routines.

Teachers exhibit strong working knowledge of subject matter and student development. Teachers organize curriculum to facilitate students' understanding of the central themes, concepts, and skills in the subject area. Teachers interrelate ideas and information within and across curricular areas to extend students' understanding. Teachers use their knowledge of student development, subject matter, instructional resources and teaching strategies to make subject matter accessible to all students.

Teachers plan instruction that draws on and values students' backgrounds, prior knowledge, and interests. Teachers establish challenging learning goals for all students based on student experience, language, development, and home and school expectations, and include a repertoire of instructional strategies. Teachers use instructional activities that promote learning goals and connect with student experiences and interests. Teachers modify and adjust instructional plans according to student engagement and achievement. • Standard for Assessing Student Learning

Teachers establish and clearly communicate learning goals for all students. Teachers collect information about student performance from a variety of sources. Teachers involve students in assessing their own learning. Teachers use information from a variety of on-going assessments to plan and adjust learning opportunities that promote academic achievement and personal growth for all students. Teachers exchange information about student learning with students, families, and support personnel in ways that improve understanding and encourage further academic progress.

Teachers reflect on their teaching practice and actively engage in planning their professional development. Teachers establish professional learning goals, pursue opportunities to develop professional knowledge and skill, and participate in the extended professional community. Teachers learn about and work with local communities to improve their professional practice. Teachers communicate effectively with families and involve them in student learning and the school community. Teachers contribute to school activities, promote school goals and improve professional practice by working collegially with all school staff. Teachers balance professional responsibilities and maintain motivation and commitment to all students. These Standards for the Teaching Profession along with the Content Standards and the Science Framework provide guidance for our District to achieve the objective that all students achieve a "high degree of scientific literacy."

• Standard for Understanding and Organizing Subject Matter for Student Understanding

• Standard for Planning Instruction and Designing Learning Experiences for All Students

• Standard for Developing as a Professional Educator

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III. Pedagogy for Science

Webster's defines pedagogy as: "1. the function or work of the teacher; teaching, 2. the art or science of teaching; education: instructional methods." A. Instruction, Learning Transfer, Inquiry By the time students enter high school, they are required to shift from a middle school science focus on experiential based thinking to more abstract hypothetical thinking required by the High School Content standards and the Investigation and Experimentation (I&E) Standards described in the Science Framework for California Public Schools. For instance, in grade six the I&E Standards call for students to “develop a hypothesis” and “construct appropriate graphs from data and develop qualitative statements about the relationships between variables.” This emphasis is consistent with the increased cognitive demand in middle school mathematics: “By the end of grade seven, students are adept at manipulating numbers and equations and understand the general principles at work…They graph linear functions and understand the idea of slope and its relationship to ratio.” (Mathematics Framework for California Public Schools). By providing multiple opportunities for students to learn the science content by designing experiments, generating hypotheses, collecting and organizing data, representing data in tables and graphs, analyzing the results and communicating the findings, students are developing and applying mathematical concepts in multiple contexts. This process facilitates the development of students’ hypothetical thinking operations and provides the foundation for transfer of learning not only between mathematics and science but also to other disciplines and creates the need to use these mathematical and scientific tools in the students’ everyday lives. In learning the science content standards in grade eight, as well as in grades six and seven, students will need multiple opportunities to “plan and conduct a scientific investigation to test a hypothesis… construct appropriate graphs from data and develop quantitative statements about

the relationships between variables,…apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms…Distinguish between linear and nonlinear relationships on a graph of data” as described in the Standards. Focusing instruction on the acquisition of these mathematical and scientific tools will ensure that “Students…are prepared to undertake the study of algebra… in grade eight… and will be on the pathway for success in high school science.” (Science Framework for California Public Schools) To ensure that students are prepared for the quantitative and abstract nature of high school science, there should be a continued emphasis on the inquiry-based instructional model described in the District’s Elementary Instructional Guide. This model includes many common elements or phases described in the research literature on how students best learn science concepts. The research clearly points out that inquiry involves asking a question, making observations related to that question, planning an investigation, collecting relevant data, reflecting on the need to collect additional data, analyzing the data to construct plausible explanations, and then communicating findings to others. Such a process is at the heart of the immersion units (extended inquiry) described in both the elementary and secondary instructional guides. To help science teachers plan and organize their immersion and other inquiry-based units the following process can serve as a guide:

• Phase 1. Students are engaged by a scientific question, event, or phenomenon. A connection is made to what they already know. Questions are posed in ways that motivate students to learn more.

• Phase 2. Students explore ideas through direct, hands-on investigations that emphasize observation, solve problems, formulate and test explanations, and create and discuss explanations for what they have observed.

• Phase 3. Students analyze and interpret data they have collected, synthesize their ideas, and build concepts and new models

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with the support of their teacher. The interaction between teachers and students using other sources of scientific knowledge allows learners to clarify concepts and explanations that have been developed.

• Phase 4. Students apply their new understanding to new settings including real life situations to extend their new knowledge.

• Phase 5. Students, with their teacher, not only review and assess what they have learned, but also how they have learned it.

There are many factors that should be included in such instructional models to ensure the transfer of learning to new settings1. One such factor that affects transfer of learning is the degree of mastery of initial learning. Initial learning is influenced by the degree to which students learn with understanding rather than memorizing a set of facts or procedures. Students must be provided with enough time for them to process information. Attempts to cover too many topics too quickly may inhibit later transfer because students only remember isolated facts or are introduced to organizing concepts they cannot grasp because they do not have enough specific information related to what they are learning. Motivation is a factor that affects the amount of time students are willing to spend on science learning. Students who have “choice and voice” in investigations they are conducting, who engage in novel experiences, and who encounter unexpected outcomes usually develop the intrinsic motivation associated with long-term, sustainable intellectual growth that characterizes effective learning transfer. Knowing that one is contributing something meaningful to others (in cooperative groups) is particularly motivating. Learners are also motivated when they are able to see the usefulness of learning and when they can use what they have learned to do something that has an impact on others. Examples include tutoring or helping younger students learn science or participatory science nights for parents, community members and other students. Seeing real life application of what students have learned creates the so-called “Aha” response when they fit concepts learned to actual situations. Such transfer can be very motivating to students.

A crucial element of learning transfer is related to the context of learning. Knowledge or concepts that are taught in a single context are less likely to support transfer than is knowledge that is taught and experienced in multiple contexts. Students exposed to several contexts are more likely to abstract and intuit common features of experience and by so doing develop a more flexible representation of knowledge. To accomplish all of this, teachers of science2:

• Plan an inquiry-based science program for their students

1. How People Learn, Expanded Edition; Bransford, John D; Chapter 3, Learning and Transfer; National Academy Press; Washinton D.C.; 2000

• Guide and facilitate learning • Use standards aligned texts and

supplemental materials • Engage in ongoing assessment of both

their teaching and student learning • Design and manage learning

environments that provide students with the time, space, and resources needed for learning science

• Develop communities of science learners that reflect the intellectual rigor of science inquiry and the attitudes and social values conducive to science learning

• Actively participate in the ongoing planning and development of the school science program

The following chart provides a way to gauge instructional transfer by monitoring student behavior or by using possible teacher strategies. The chart is adapted with permission from BSCS (Biological Science Curriculum Study) and is intended to be used to assess units of study rather than individual lessons:

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The Learning Cycle Stage of Inquiry in an Inquiry-

Based Science Program

Possible Student Behavior Possible Teacher Strategy

Engage

Asks questions such as, Why did this happen? What do I already know about this? What can I find out about this? How can I solve this problem? Shows interest in the topic.

Creates interest. Generates curiosity. Raises questions and problems. Elicits responses that uncover student knowledge about the concept/topic.

Explore

Thinks creatively within the limits of the activity. Tests predictions and hypotheses. Forms new predictions and hypotheses. Tries alternatives to solve a problem and discusses them with others. Records observations and ideas. Suspends judgment. Tests idea

Encourages students to work together without direct instruction from the teacher. Observes and listens to students as they interact. Asks probing questions to redirect students' investigations when necessary. Provides time for students to puzzle through problems. Acts as a consultant for students.

Explain

Explains their thinking, ideas and possible solutions or answers to other students. Listens critically to other students' explanations. Questions other students' explanations. Listens to and tries to comprehend explanations offered by the teacher. Refers to previous activities. Uses recorded data in explanations.

Encourages students to explain concepts and definitions in their own words. Asks for justification (evidence) and clarification from students. Formally provides definitions, explanations, and new vocabulary. Uses students' previous experiences as the basis for explaining concepts.

Elaborate

Applies scientific concepts, labels, definitions, explanations, and skills in new, but similar situations. Uses previous information to ask questions, propose solutions, make decisions, design experiments. Draws reasonable conclusions from evidence. Records observations and explanations

Expects students to use vocabulary, definitions, and explanations provided previously in new context. Encourages students to apply the concepts and skills in new situations. Reminds students of alternative explanations. Refers students to alternative explanations.

Evaluate

Checks for understanding among peers. Answers open-ended questions by using observations, evidence, and previously accepted explanations. Demonstrates an understanding or knowledge of the concept or skill. Evaluates his or her own progress and knowledge. Asks related questions that would encourage future investigations.

Refers students to existing data and evidence and asks, What do you know? Why do you think...? Observes students as they apply new concepts and skills. Assesses students' knowledge and/or skills. Looks for evidence that students have changed their thinking. Allows students to assess their learning and group process skills. Asks open-ended questions such as, Why do you think...? What evidence do you have? What do you know about the problem? How would you answer the question?

Chart 1 - The 5 E Model (R. Bybee)

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B. Principles and Domains of Culturally Relevant and Responsive Pedagogy

1. Knowledge and Experience a. Teachers must build their

personal knowledge of cultures represented in the classroom.

b. Teachers must identify cultural practices aligned with specific learning tasks

c. Teachers must engage students in instructional conversations that draw on their language competencies outside the school to serve as learning norms of reasoning within the academic subject matter.

2. Social and Emotional Elements

a. Teachers must begin the process of becoming more caring and culturally competent by acquiring a knowledge base about ethnic and cultural diversity in education.

b. Teachers must conduct a careful self-analysis of what they believe about the relationship among culture, ethnicity, and intellectual ability.

c. Teachers must identify and understand attitudes and behaviors that can obstruct student achievement.

2. National Science Education Standards; Chapter 3, Science Teaching Standards; National Academy Press, Washington D.C.; 1996

3. Equity and Equality

a. Teachers must vary the format of instruction by incorporating multi-modality teaching that allows students to demonstrate competence in different ways.

b. Teachers must acknowledge and accept that students can demonstrate knowledge in non-traditional ways.

c. Teachers must build knowledge and understanding about cultural orientations related to preferred cognitive, interactive, and learning styles.

4. Quality and Rigorous Instruction a. Teachers must emphasize

academic rigor at all times b. Teachers must provide

clear expectations of student’s accomplishments.

c. Teachers must promote higher order thinking skills

5. Instructional strategies a. Teachers must use

cooperative learning, apprenticeship, and peer coaching strategies as instructional strategies.

b. Teachers must provide ample opportunity for each student to read, write, and speak.

c. Teachers must use constructivist learning approaches.Teachers must teach through active application of facts and skills by working with other students, use of

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computers, and other multi-media.

d. Teachers must provide continuous feedback on students work

6. Pedagogical Approaches a. Teachers must assist

students to use inductive and deductive reasoning to construct meaning.

b. Teachers must scaffold and relate students’ everyday learning to their accumulative previous academic knowledge

c. Teachers must modify curriculum-learning activities for diverse students.

d. Teachers must believe that intelligence is an effort-based rather than inherited phenomenon

7. Assessment and Diagnosis a. Teachers must use testing

measurements for diagnostic purposes.

b. Teachers must apply periodic assessments to determine students’ progress and adjust curriculum

c. Teachers must seek alternative approaches to fixed time tests to assess students’ progress.

d. Teachers must supplement curriculum with more multi-cultural and rigorous tests.

e. Teachers must evaluate students of different backgrounds by standards appropriate to them and

their education and life experience

C. Disciplinary Literacy The District initiative to advance content literacy for all students is termed “Disciplinary Literacy.” Disciplinary Literacy can be defined "as the mastery of both the core ideas and concepts and the habits of thinking" of that particular discipline. The driving idea is that "knowledge and thinking must go hand in hand." As one grows in content knowledge, one needs to grow in the habits of thinking for that discipline. The "work or function" of the teacher is to ensure that all students learn on the diagonal. The chart below, adapted from C. Giesler, Academic Literacy (1994), illustrates the District disciplinary literacy goal for students to learn on the diagonal.

Figure 2 - Learning on the Diagonal

For students to learn on the diagonal, it is of utmost importance for our teachers to use instructional methods that promote that learning. The following chart, again after Giesler, illustrates how teachers grow in their ability to teach learning on the diagonal.

Figure 3 - Teaching on the Diagonal

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The five following design principles for instruction should be used to support all students learning on the diagonal: 1. Students learn core concepts and habits of

thinking within each discipline as defined by standards.

• All students are enabled and expected to inquire, investigate, read, write, reason, represent, and talk as a scientist.

• Students experience science concepts characterized by depth and consistency.

2. Learning activities, curricula, tasks, text, and talk apprentice students within the discipline of science.

• Students learn by "doing" science, by engaging in rigorous, on-going investigations in science.

• All lessons, assignments, materials, and discussion serve as scaffolding for students' emerging mastery of science content knowledge and scientific habits of mind.

3. Teachers apprentice students by giving them opportunities to engage in rigorous disciplinary activity and providing scaffolding through inquiry, direct instruction, modeling and observation.

• Included in the Instructional Guide Matrices are sample performance tasks with possible instructional scaffolding strategies.

Scaffolding is an instructional approach that is contingent, collaborative, and interactive and takes place in a social context. In education, scaffolding will usually have some or all of the following features:

• continuity - tasks are repeated with

variations and connected to each other. • contextual support - a safe supportive

environment encourages exploration. • intersubjectivity - an environment of

mutual engagement and rapport. • contingency - tasks are adjusted by the

actions of the learners • handover/takeover - as the learner

increases in skills and confidence the facilitator allows the learner to increase their role in learning.

• flow - skills and challenges are in balance with learners focused and working in sync.

The table below adapted from Aida Walqui (2002) shows different scaffolding strategies to which will give students opportunities to engage in rigorous academic endeavors

:

But are we sure of our observational facts? Scientific men are rather fond of saying pontifically that one ought to be quite sure of one's observational facts before embarking on theory. Fortunately those who give this advice do not practice what they preach. Observation and theory get on best when they are mixed together, both helping one another in the pursuit of truth. It is a good rule not to put overmuch confidence in a theory until it has been confirmed by observation. I hope I shall not shock the experimental physicists too much if I add that it is also a good rule not to put overmuch confidence in the observational results that are put forward until they have been confirmed by theory. Sir Arthur Stanley Eddington (1882-1944) English astronomer and physicist.

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Some Strategies for Scaffolding

Modeling

Provide examples of the new concept for the learner to see and hear.

Bridging

Connects the new learning to prior knowledge and understanding.

Contextualizing

Connects the new learning to real-life situations

Text Re-Presentation

Changes the format of the information into another genre (i.e. a musical, a play, a song).

Schema Building

Provides an organization of information (i.e. graphic organizers, outlines).

Metacognitive Development

Provide students knowledge about and reflection on their own thinking.

Table 1 - Some Strategies for Scaffolding

4. Intelligence is socialized through community, class learning culture and instructional routines.

• Students are encouraged to take risks, to seek and offer help when appropriate, to ask questions and insist on understanding the answers, to analyze and solve problems; reflect on their learning, and learn from one another.

• Class routines build a learning culture that invites effort by treating students as smart, capable, responsible learners.

• Teachers arrange environments, use tools, establish norms and routines. and communicate to all students how to become smarter in science.

5. Instruction is assessment-driven. • Teachers use multiple forms of formal and

informal assessment and data to guide instruction.

• Throughout the year, teachers assess students' grasp of science concepts, their habits of inquiring, investigating, problem-solving, and communication.

• Teachers use these assessments to tailor instructional opportunities to the needs of their learners.

• Students are also engaged in self-assessment to develop metacognitive development and the ability to manage their own learning.

Technology is the knack of so arranging the world that we do not experience it.

Max Frisch (1911- ) Switzerland.

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IV. Overview of Assessment

A. Concepts for Assessment in Science

Instruction in our district is assessment-driven. The Framework states "that effective science programs include continual assessment of student's knowledge and understanding, with appropriate adjustments being made during the academic year (p.11)."1 Assessments can be on demand or over a long period of time. The chart below, adapted from A Guide for Teaching and Learning, NRC (2000), gives some examples of on demand and over time assessment.

Grant Wiggins and Jay McTighe state that, "The continuum of assessment methods includes checks of understanding (such as oral questions, observations, and informal dialogues); traditional quizzes, tests, and open-ended prompts; and performance tasks and projects. They vary in scope (from simple to complex), time frame (from short-term to long-term), setting (from decontextualized to authentic contexts), and structure (from highly to unstructured). Because understanding develops as a result of ongoing inquiry and rethinking, the assessment of understanding should be thought of in terms of a collection of evidence over time instead of an event a single moment in time test, at the end of instruction as so often happens in current practice.2 B. LAUSD Periodic Assessments in Science As an integral element of the Secondary Periodic Assessment Program, Integrated/Coordinated Science, Biology and Chemistry science assessments are designed to measure teaching and learning. The intent of these Periodic Assessments is to provide teachers and the LAUSD with the diagnostic information needed to ensure that students have received instruction in the science content specified by the California Academic Content Standards, and to provide direction for instruction or additional resources that students may require in order for students to become proficient in science. They are specifically designed to:

• focus classroom instruction on the California Content Standards;

• ensure that all students are provided access to the content in the Standards;

• provide a coherent system for connecting the assessment of content with district programs and adopted materials;

• be administered to all students on a periodic basis;

• guide instruction by providing frequent feedback that will help teachers target the specific standards-based knowledge and skills that students need to acquire;

On Demand Over Time

answering questions multiple choice true false matching

constructed response essays

investigations immersion projects research reports projects

portfolios journals lab notebooks

Chart 1 - Assessment Examples

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• assist teachers in determining appropriate extensions and interventions;

• motivate students to be responsible for their own learning;

• provide useful information to parents regarding student progress toward proficiency of the standards; and

• connect professional development to standards-specific student achievement data.

Results from the Periodic Assessments should be used to specify immediate adjustments and guide modifications in instruction to assist all students in meeting or exceeding the State’s science content standards.

Each instructional module provides sample performance tasks that can be used to monitor student progress. These classroom level assessments, along with other teacher designed tests, student evaluations, and student and teacher reflections, can be used to create a complete classroom assessment plan.

Results from classroom assessments and the Periodic Assessments provide administrators, teachers and students with immediate and useful information on progress toward achievement of the standards. With results and reflection, administrators, teachers and students can make informed decisions about instruction.

At the conclusion of each instructional component, students will take a Periodic Assessment that will be scored electronically. These diagnostic assessments are a more formal assessment of the student’s accomplishment of the standards within the science discipline but should not be considered the sole method of assessing students’ content knowledge. Each assessment is designed to measure a range of skills and knowledge.

Each periodic assessment will consist of multiple-choice questions and one short constructed response question. Each assessment will be scheduled within a testing window at regular intervals during the school year. Science test booklets will be available in both English and Spanish.

Now, my own suspicion is that the universe is not only queerer than we suppose, but queerer than we can suppose. I have read and heard many attempts at a systematic account of it, from materialism and theosophy to the Christian system or that of Kant, and I have always felt that they were much too simple. I suspect that there are more things in heaven and earth that are dreamed of, or can be dreamed of, in any philosophy. That is the reason why I have no philosophy myself, and must be my excuse for dreaming. John Burden Sanderson Haldane (1892-1964) English geneticist. Possible Worlds and other Essays (1927) "Possible Worlds".

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LOS ANGELES UNIFIED SCHOOL DISTRICT

Calendar for Biology and Chemistry Periodic Assessments

2005-2006

Calendar

Parent Conference

Dates

Science Periodic

Assessment Window

85% of School Year for STAR

Testing *

Single Track November 14-18 March 13-17 June 12-16

November 21-29 March 6 – March 10 June 5 – June 9*

~ May 16

Year-Round (3-Track) Concept 6

Track A October 31-Nov. 4 April 3-7 June 19-23

November 7-14 April 10-April 14 June 12-June 16

~ May 27

Track B October 31-Nov. 4 February 6-10 June 19-23

November 7-14 January 30- February 3 June 12 – June 16

~ May 26

Track C September 6-9 February 6-10 April 24-28

September 12-16 January 30 – February 3 April 17-21

~ March 29

*The STAR testing period is traditionally a 3 week window that includes the date by which 85% of the school year has been completed. Depending on the window decided by the district, the last Periodic Assessment date may need to be adjusted.

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C. Scoring of District Periodic Assessments The multiple-choice sections of each periodic assessment will be scored electronically at the school site by each teacher. The short constructed response section will be scored by the teacher using a four point rubric. D. Unit Reflection, Intervention, Enhancement Reflection and intervention is a part of daily classroom instruction and unit planning. Decisions to simply review or to incorporate research-based practices to assist students in achieving the complex tasks identified in the science content standards are made each day as teachers assess student understanding. In addition, following each periodic assessment, time is set aside for reflection, intervention, and lesson planning as students and teachers review assessment scores and strategically establish a course of action before moving on to the next instructional component. To aid in post-assessment discussion, each teacher will receive with each form of the assessment a detailed answer key and answer rationale document that can be used for reflection and discussion of the standards. Using the answer rationale document with the explanation of the distracters for each standards-aligned test item, teachers can discuss common misconceptions and beliefs related to each item with their students. It must be noted that at the present, 4 days are set aside for formal intervention and/or enhancement of the assessed Instructional Component. To enhance post assessment dialogue, a professional development module will be provided for each component.

The men of experiment are like the ant, they only collect and use; the reasoners resemble spiders, who make cobwebs out of their own substance. But the bee takes the middle course: it gathers its material from the flowers of the garden and field, but transforms and digests it by a power of its own. Not unlike this is the true business of philosophy (science); for it neither relies solely or chiefly on the powers of the mind, nor does it take the matter which it gathers from natural history and mechanical experiments and lay up in the memory whole, as it finds it, but lays it up in the understanding altered and disgested. Therefore, from a closer and purer league between these two faculties, the experimental and the rational (such as has never been made), much may be hoped. Francis Bacon, Novum Organum, Liberal Arts Press, Inc., New York, p 93. (5)

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E. Sample Periodic Assessment Questions

Biology Released Test Questions This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2004 California Department of Education. C A L I F O R N I A S TA N DA R D S T E S T

■1 Two students were testing the amount of fertilizer that would best promote the growth of strawberries in a garden. Which of the following could be an unavoidable source of experimental error? A length of the study B variation in the strawberry plants C the cost of watering the plants D fertilization during the study

■2 A computer model of cellular mitosis can simulate the aspects of cellular division quite well. However, microscopic observation of actual cellular mitosis can improve understanding because actual observations A may reveal greater unknown complexities. B are easier than a computer model to view. C are the same each time. D may provide division events in sequence.

■4 The cell membrane of the red blood cell will allow water, oxygen, carbon dioxide, and glucose to pass through. Because other substances are blocked from entering, this membrane is called A perforated. B semi-permeable. C non-conductive. D permeable

.■6 Which molecule in plant cells first captures the radiant energy from sunlight? A glucose B carbon dioxide C chlorophyll D adenosine triphosphate

■7 A cell from heart muscle would probably havean unusually high proportion of A lysosomes. B mitochondria. C mRNA. D Golgi bodies.

■8 If a corn plant has a genotype of Ttyy, what are the possible genetic combinations that could be present in a single grain of pollen from this plant? A Ty, ty B TY, ty C TY, Ty, ty D Ty, ty, tY, TY

■9 In fruit flies, the gene for red eyes (R) is dominant and the gene for sepia eyes (r) is recessive. What are the possible combinations of genes in the offspring of two red-eyed heterozygous flies (Rr)? A RR only B rr only C Rr and rr only D RR, Rr, and rr only

■10 In certain breeds of dogs, deafness is due to a recessive allele (d) of a particular gene, and normal hearing is due to its dominant allele (D). What percentage of the offspring of a normal heterozygous (Dd) dog and a deaf dog (dd) would be expected to have normal hearing? A 0% B 25% C 50% D 100%

■13 Which of these would most likely cause a mutation? A the placement of ribosomes on the endoplasmic reticulum B the insertion of a nucleotide into DNA C the movement of transfer RNA out of the nucleus D the release of messenger RNA from DNA

■14 Although there are a limited number of amino acids, many different types of proteins exist because the A size of a given amino acid can vary. B chemical composition of a given amino acid can vary. C sequence and number of amino acids is different. D same amino acid can have many different properties.

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■15 5' G T A _ _ _ A A 3' 3' C A T G C A T T 5' This segment of DNA has undergone a mutation in which three nucleotides have been deleted. A repair enzyme would replace them with A CGT. B GCA. C CTG. D GTA.

■16 The bacterium Agrobacterium tumefaciens infects plants, and a portion of its DNA is inserted into the plant’s chromosomes. This causes the plant to produce gall cells, which manufacture amino acids that the bacterium uses as food. This process is a natural example of A polyploidy. B genetic manipulation. C grafting. D hybridization.

■17 Scientists found that, over a period of 200 years, a mountain pond was transformed into a meadow. During that time, several communities of organisms were replaced by different communities. Which of these best explains why new communities were able to replace older communities? A The original species became extinct. B Species in the older community died from old age. C The abiotic characteristics of the habitat changed. D Diseases that killed the older organisms disappeared.

■18 Rabbits introduced into Australia over 100 years ago have become a serious pest to farmers. Rabbit populations increased so much that they displaced many native species of plant eaters. What is the most logical explanation for their increased numbers? A Rabbits have a high death rate. B There are few effective predators. C Additional rabbit species have been introduced. D There is an increase in rabbit competitors.

■19 Complete burning of plant material returns carbon primarily to the A herbivores. B water. C vegetation. D atmosphere.

■21 In carrier pigeons there is a rare inherited condition that causes the death of the chicks before hatching. In order for this disease to be passed from generation to generation there must be parent birds that A are heterozygous for the disease. B have the disease themselves. C produce new mutations for this disease. D are closely interbred.

■22 Which of these best illustrates natural selection? A An organism with favorable genetic variations will tend to survive and breed successfully. B A population monopolizes all of the resources in its habitat, forcing other species to migrate. C A community whose members work together utilizes all existing resources and migratory routes. D The largest organisms in a species receive the only breeding opportunities.

■23 A species of finch has been studied on one of the geographically isolated Galapagos Islands for many years. Since the island is small, the lineage of every bird for several generations is known. This allows a family tree of each bird to be developed. Some family groups have survived and others have died out. The groups that survive probably have A interbred with other species. B inherited some advantageous variations. C found new places on the island to live. D been attacked by more predators.

■24 A small population of chimpanzees lives in a habitat that undergoes no changes for a long period. How will genetic drift probably affect this population? A It will accelerate the appearance of new traits. B It will promote the survival of chimpanzees with beneficial traits. C It will increase the number of alleles for specific traits. D It will reduce genetic diversity.

■25 A single species of squirrel evolved over time into two species, each on opposite sides of the Grand Canyon. This change was most likely due to A higher mutation rates on one side. B low genetic diversity in the initial population. C the isolation of the two groups. D differences in reproductive rates.

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■26 In order for the body to maintain homeostasis, the chemical decomposition of food to produce energy must be followed by A water intake. B muscle contractions. C waste removal. D nervous impulses.

■27 The respiratory system depends on the nervous system for signals to A enhance the amount of available oxygen in the lungs. B coordinate muscles controlling breathing. C release enzymes to increase the exchange of gases. D exchange gases with the circulatory system.

■28 Striking the tendon just below the kneecap causes the lower leg to jerk. Moving an object quickly toward the face can cause the eyes to blink shut. These are examples of A learned responses. B short-term memory. C reflex reactions. D sensory overload.

■29 The Sabin vaccine is a liquid containing weakened polio viruses. Vaccinated individuals become protected against polio because the weakened viruses A prevent further viral invasion. B induce an inflammatory response. C promote production of antibodies. D are too weak to cause illness.

■30 Which of the following require a host cell because they are not able to make proteins on their own? A blue-green algae B bacteria C protozoans D viruses

Question Number Correct Answer Standard Year of Test 1 B Biology I&E 1b 2003 2 A Biology I & E 1g 2004 4 B Biology 1a 2004 6 C Biology 1f 2003 7 B Biology 1g 2004 8 A Biology 2 2004 9 D Biology 2g 2003 10 C Biology 3a 2003 13 B Biology 4c 2003 14 C Biology 4e 2004 15 A Biology 5b 2004 16 B Biology 5c 2003 17 C Biology 6b 2003 18 B Biology 6c 2004 19 D Biology 6d 2003 21 A Biology 7b 2004 22 A Biology 7 d 2004 23 B Biology 8a 2004 24 D Biology 8c 2004 25 C Biology 8d 2003 26 C Biology 9a 2003 27 B Biology 9b 2003 28 C Biology 9b 2004 29 C Biology 10c 2004 30 D Biology 10d 2003

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V. Biology

A. Introduction to the Biology Science Section District Course Name: Biology AB Thumbnail Description: Annual Course—Grades 9–12 Prerequisite–- Concurrent enrollment or completion of Algebra I Course Code Number and Abbreviation: 36-07-01 Bio A (41-36-19 Biology A (Students with disabilities served in SDC)) 36-07-02 Bio B (41-36-20 Biology B (Students with disabilities served in SDC)) Brief Course Description: The major purpose of this laboratory-based college preparatory course is to provide understanding of the basic biological concepts: the diversity of organisms; the cell; heredity; matter, energy, and organization of living systems; evolution of living systems; physiology; the biosphere and interdependence of abiotic and biotic factors. Focus is on active student participation in laboratory investigations and the development of critical-thinking skills. Biology AB meets the Grades 9-12 District life science graduation requirement (Students must complete one year of a physical and a life science requirement). This course meets one year of the University of California ‘d’ entrance requirement for laboratory science. Contents of this Section:

• Biology Periodic Assessments Organizer - A place for you to write down the 5 day window for your assessment.

• Science Instructional Guide Graphic Organizer Overview for Biology - Provides the user

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LAUSD - Biology Matrix Chart - Contains the Content Standards, the standards grouped in Content Standard Groups, the Standards Analyzed, and Instructional Resources with Sample Performance Tasks, Sample Scoring Criteria, Some Suggested Concepts and Skills to Support Student Success on the Sample Performance Task, and Possible Standards Aligned Resources.

5-2

Bio

logy

Gra

de

Perio

dic

Ass

essm

ents

Org

aniz

er

Th

is p

age

will

serv

e as

a re

fere

nce

for y

ou.

Plea

se fi

ll in

you

r app

ropr

iate

trac

k pe

riodi

c as

sess

men

t dat

es.

Als

o fil

l in

the

date

s for

4

days

of r

efle

ctio

n, in

terv

entio

n, a

nd e

nric

hmen

t fol

low

ing

the

first

per

iodi

c as

sess

men

ts.

Bio

logy

Per

iodi

c A

sses

smen

t Pe

riodi

c A

sses

smen

t I

4 da

y R

efle

ctio

n,

Inte

rven

tion,

En

richm

ent

Perio

dic

Ass

essm

ent I

I 4

day

Ref

lect

ion,

In

terv

entio

n,

Enric

hmen

t

Perio

dic

Ass

essm

ent I

II

Ref

lect

ion,

In

terv

entio

n,

Enric

hmen

t

Ass

essm

ent

Win

dow

Sin

gle

Trac

k

Ass

essm

ent

Win

dow

Thr

ee

Trac

ks

Ass

essm

ent

Win

dow

Fou

r Tr

acks

5-3

Scie

nce

Inst

ruct

iona

l Gui

de G

raph

ic O

rgan

izer

O

verv

iew

For

Bio

logy

-

Scie

nce

Inst

ruct

iona

l G

uide

Ove

rvie

w

I.

Maj

or D

istri

ct

Initi

ativ

es

Se

cond

ary

Lite

racy

Pla

n

IF

L N

ine

Prin

cipl

es o

f Le

arni

ng

C

ultu

rally

R

elev

ant

Teac

hing

M

etho

ds to

C

lose

the

Ach

ieve

men

t G

ap

Sm

all L

earn

ing

Com

mun

ities

LAU

SP

M

SP-S

CA

LE

II

. Sta

te o

f Cal

iforn

ia

Doc

umen

t

The

Cal

iforn

ia

Con

tent

St

anda

rds

Sc

ienc

e Fr

amew

ork

for

Cal

iforn

ia

Publ

ic S

choo

ls

C

alifo

rnia

Inst

ruct

iona

l C

ompo

nent

1

(1b,

1h,

4e,

4f)

, (1

a, 1

c, 1

e, 1

j),

(1f,

1g, 1

i), (1

d, 4

a, 4

b,

4c, 5

a, 5

b, 7

c), (

4d, 5

c,

5d, 5

e),

• Con

tent

Sta

ndar

d G

roup

• A

naly

zed

Stan

dard

• I

nstru

ctio

nal

R

esou

rces

:

• S

ampl

e

Pe

rfor

man

ce T

asks

• S

ampl

e Sc

orin

g

Crit

eria

• S

ome

Sugg

este

d

C

once

pts a

nd

Ski

lls to

Sup

port

S

tude

nt S

ucce

ss

on

the

Sam

ple

P

erfo

rman

ce

•

Pos

sibl

e

Sta

ndar

ds A

ligne

d

R

esou

rces

Inst

ruct

iona

l C

ompo

nent

3

(9a,

9f,

9g, 9

i), (9

b,

9d, 9

e, 9

h), (

9c, 9

i),

(10a

, 10b

, 10c

, 10d

, 10

e, 1

0f),

(6a,

6b,

6c,

6d

, 6e,

6f)

, • C

onte

nt S

tand

ard

Gro

up

• Ana

lyze

d St

anda

rd

• Ins

truct

iona

l

Res

ourc

es:

•

Sam

ple

Perf

orm

ance

Tas

ks

• S

ampl

e Sc

orin

g

Crit

eria

• S

ome

Sugg

este

d

C

once

pts a

nd

Ski

lls to

Sup

port

S

tude

nt S

ucce

ss

on

the

Sam

ple

P

erfo

rman

ce

•

Pos

sibl

e

Sta

ndar

ds A

ligne

d

R

esou

rces

Ove

rarc

hing

In

stru

ctio

nal

Com

pone

nts

• Rev

iew

and

R

e-te

ach

• Rev

iew

resu

lts

of P

erio

dic

Ass

essm

ents

• E

xten

ded

Lear

ning

In

terv

entio

ns

• Stud

ent/t

each

er

refle

ctio

n on

st

uden

t wor

k • E

nd o

f uni

t as

sess

men

ts

• Use

of d

ata

Scie

nce

Perio

dic

Ass

essm

ent 1

Inst

ruct

iona

l C

ompo

nent

2

(2b,

2d,

2e,

2f)

, (2

a, 2

c, 3

b, 3

d),

(2g,

3a,

3c)

, (7a

, 7c,

7d,

8a

, 8b,

6g,

8e)

, (7b

, 7e,

7f

), (8

c, 8

d), (

8e, 8

f, 8g

) • C

onte

nt S

tand

ard

Gro

up

• Ana

lyze

d St

anda

rd

• Ins

truct

iona

l

Res

ourc

es:

•

Sam

ple

Perf

orm

ance

Tas

ks

•

Sam

ple

Scor

ing

C

riter

ia

•

Som

e Su

gges

ted

Con

cept

s and

S

kills

to S

uppo

rt

Stu

dent

Suc

cess

o

n th

e Sa

mpl

e

Per

form

ance

• P

ossi

ble

S

tand

ards

Alig

ned

Res

ourc

es

NO

TE

: T

he In

stru

ctio

nal G

uide

Mat

rix

that

follo

ws l

ays o

ut a

n “i

nstr

uctio

nal p

athw

ay”

that

teac

hers

may

use

as a

gui

de fo

r te

achi

ng th

e St

anda

rds S

et fo

r ea

ch In

stru

ctio

nal C

ompo

nent

. E

xpla

natio

ns w

ithin

eac

h bo

x or

col

umn

of th

e L

egen

d on

this

pag

e de

scri

be th

e in

form

atio

n th

at a

teac

her

will

find

in th

e bo

xes a

nd c

olum

ns o

f the

mat

rix

that

follo

ws t

his L

egen

d.

Scie

nce

Perio

dic

Ass

essm

ent1

Scie

nce

Perio

dic

Ass

essm

ent 1

5-4

LA

USD

- H

igh

Sch

ool I

nst

ruct

iona

l Gu

ide

Leg

end

for

Mat

rix

Cha

rt

Stan

dar

ds

for

Inst

ruct

ion

al C

omp

onen

t Th

e St

anda

rd S

ets l

ay th

e fo

unda

tion

for e

ach

Inst

ruct

iona

l Com

pone

nt. T

he st

anda

rds t

o be

lear

ned

durin

g th

is In

stru

ctio

nal C

ompo

nent

are

list

ed

num

eric

ally

and

alpha

betic

ally

for e

asy

refe

renc

e an

d do

not

inte

nd to

sugg

est a

ny o

rder

of t

each

ing

the

stan

dard

s.

Con

ten

t St

and

ard

Gro

up

: Th

e st

anda

rds w

ithin

eac

h St

anda

rd S

et a

re o

rgan

ized

into

small

er “

Stan

dard

Gro

ups”

that

pro

vide

a c

once

ptua

l app

roac

h fo

r tea

chin

g th

e st

anda

rds w

ithin

ea

ch In

stru

ctio

nal C

ompo

nent

. K

ey C

once

pt fo

r the

Con

tent

Sta

ndar

d G

roup

: Th

e K

ey C

once

pt

sign

ifie

s th

e “b

ig id

ea”

rep

rese

nte

d b

y ea

ch S

tan

dar

ds

Gro

up

.

An

alyz

ed S

tan

dar

ds

Th

e St

anda

rds g

roup

ed h

ere

cove

r the

Key

Con

cept

.

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

ons

and

Not

es

Ana

lyzed

Sta

ndar

ds a

re a

tra

nslat

ion

of th

e St

ate's

con

tent

st

anda

rds (

that

beg

in w

ith

stud

ents

kno

w) i

nto

stat

emen

ts o

f st

uden

t per

form

ance

that

de

scrib

es b

oth

the

activ

ity a

nd th

e "c

ogni

tive"

dem

and

plac

ed o

n th

e st

uden

ts.

The

deta

iled

desc

riptio

n of

the

cont

ent

stan

dard

s in

the

Scien

ce Fr

amew

ork

for C

alifor

nia

Publi

c Sch

ools:

Ki

nderg

arten

Thr

ough

Gra

de T

welve

(2

003)

was

use

d ex

tens

ively

in th

e de

velo

pmen

t of t

he a

nalyz

ed

stan

dard

s.

Pos

sib

le S

tan

dar

ds

Alig

ned

Res

ourc

es

A. T

ext

Act

ivit

ies

Labo

rato

ry a

nd o

ther

supp

lemen

tal a

ctiv

ities

that

add

ress

the

Stan

dard

s tak

en fr

om th

e su

pplem

enta

l mat

erial

s of t

he c

ited

text

book

s. B

. Su

pp

lem

enta

l Act

ivit

ies/

Res

ourc

es

Labo

rato

ry a

nd o

ther

supp

lemen

tal a

ctiv

ities

that

add

ress

the

Stan

dard

s tak

en fr

om v

ario

us

cited

sour

ces

C. T

ext

Boo

k R

efer

ence

s Te

xtbo

ok re

fere

nces

from

LA

USD

ado

pted

serie

s tha

t hav

e be

en c

orre

lated

with

the

Cont

ent

Stan

dard

Gro

up. (

The

stan

dard

(s) f

or e

ach

refe

renc

e ar

e in

par

enth

esis

befo

re th

e pa

ge

num

bers

.) Th

e te

xtbo

oks r

efer

ence

d ar

e: H

olt

Mod

ern

Bio

logy

, 200

2 P

ren

tice

Hal

l Bio

logy

(M

iller

Lev

ine)

, 199

8 G

len

coe

Bio

logy

Th

e D

ynam

ics

of L

ife,

200

5

Conn

ectio

ns to

Inve

stig

atio

n an

d E

xper

imen

tatio

n st

anda

rds (

I&E

), E

nglis

h La

ngua

ge A

rts S

tand

ards

(E

LA) a

nd M

ath

Stan

dard

s (A

lgeb

ra

1 an

d G

eom

etry

) and

spac

e fo

r te

ache

rs to

mak

e th

eir o

wn

note

s.

5-5

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 1

Stan

dar

d G

rou

p 1

Mac

rom

olec

ule

s 1.

b. S

tude

nts k

now

enz

ymes

are

pro

tein

s tha

t cat

alyze

bio

chem

ical

reac

tions

with

out a

lterin

g th

e re

actio

n eq

uilib

rium

and

the

activ

ities

of e

nzym

es d

epen

d on

the

tem

pera

ture

, io

nic

cond

ition

s, an

d th

e pH

of t

he su

rrou

ndin

gs.

1.h.

Stu

dent

s kno

w m

ost m

acro

mol

ecul

es (p

olys

acch

arid

es, n

ucle

ic a

cids

, pro

tein

s, lip

ids)

in c

ells

and

orga

nism

s are

synt

hesiz

ed fr

om sm

all c

olle

ctio

n of

sim

ple

prec

urso

rs.

4.e.

Stud

ents

kno

w p

rote

ins c

an d

iffer

from

one

ano

ther

in th

e nu

mbe

r and

sequ

ence

of a

min

o ac

ids.

4.f.*

Stu

dent

s kno

w w

hy p

rote

ins h

avin

g di

ffer

ent a

min

o ac

id se

quen

ces t

ypic

ally

have

diff

eren

t sha

pes a

nd c

hem

ical

prop

ertie

s. St

and

ard

Gro

up

2 C

ellu

lar

Stru

ctu

res

1.a.

Stud

ents

kno

w c

ells

are

enclo

sed

with

in se

mip

erm

eabl

e m

embr

anes

that

regu

late

thei

r int

erac

tion

with

thei

r sur

roun

ding

. 1.

c. St

uden

ts k

now

how

pro

kary

otic

cel

ls (in

clud

ing

thos

e fr

om p

lants

and

ani

mals

), an

d vi

ruse

s diff

er in

com

plex

ity a

nd g

ener

al st

ruct

ure.

1.e.

Stud

ents

kno

w th

e ro

le o

f the

end

oplas

mic

retic

ulum

and

Gol

gi a

ppar

atus

in th

e se

cret

ion

of p

rote

ins.

1.j.*

Stu

dent

s kno

w h

ow e

ukar

yotic

cel

ls ar

e gi

ven

shap

e an

d in

tern

al or

gani

zatio

n by

cyt

oske

leto

n or

cel

l wall

or b

oth.

St

and

ard

Gro

up

3 C

ellu

lar

En

erge

tics

1.

f. St

uden

ts k

now

usa

ble

ener

gy is

cap

ture

d fr

om su

nlig

ht b

y chl

orop

lasts

and

is st

ored

thro

ugh

the

synt

hesis

of s

ugar

from

car

bon

diox

ide.

1.g.

Stu

dent

s kno

w th

e ro

le o

f the

mito

chon

dria

in m

akin

g st

ored

che

mic

al-bo

nd e

nerg

y av

ailab

le to

cel

ls by

com

plet

ing

the

brea

kdow

n of

glu

cose

to c

arbo

n di

oxid

e. 1.

i.* S

tude

nts k

now

how

che

mio

smot

ic g

radi

ents

in th

e m

itoch

ondr

ia an

d ch

loro

plas

t sto

re e

nerg

y fo

r ATP

pro

duct

ion.

St

and

ard

Gro

up

4 C

entr

al D

ogm

a 1.

d. S

tude

nts

know

the

cen

tral d

ogm

a of

mol

ecul

ar b

iolo

gy o

utlin

e th

e flo

w o

f in

form

atio

n fr

om t

rans

crip

tion

of r

ibon

ucle

ic a

cid (

RNA

) in

the

nuc

leus

to

trans

latio

n of

pr

otei

ns o

n rib

osom

es in

the

cyto

plas

m.

4.a.

Stud

ents

kno

w th

e ge

nera

l pat

hway

by

whi

ch ri

boso

mes

synt

hesiz

e pr

otei

ns, u

sing

tRN

A to

tran

slate

gen

etic

info

rmat

ion

in m

RNA

. 4.

b. S

tude

nts k

now

how

to a

pply

the

gene

tic c

odin

g ru

les t

o pr

edic

t the

sequ

ence

of a

min

o ac

ids f

rom

a se

quen

ce o

f cod

ons i

n RN

A.

4.c.

Stud

ents

kno

w h

ow m

utat

ions

in th

e D

NA

sequ

ence

of a

gen

e m

ay o

r may

not

aff

ect t

he e

xpre

ssio

n of

the

gene

or t

he se

quen

ce o

f am

ino

acid

s in

the

enco

ded

prot

ein.

5.

a. St

uden

ts k

now

the

gene

ral s

truct

ures

and

func

tions

of D

NA

, RN

A, a

nd p

rote

in.

5.b.

Stu

dent

s kn

ow h

ow to

app

ly b

ase-

pairi

ng r

ules

to e

xplai

n pr

ecise

cop

ying

of D

NA

dur

ing

sem

icon

serv

ativ

e re

plic

atio

n an

d tra

nscr

iptio

n of

info

rmat

ion

from

DN

A in

to

mRN

A.

7.c.

Stud

ents

kno

w n

ew m

utat

ions

are

con

stan

tly b

eing

gen

erat

ed in

a g

ene

pool

. St

and

ard

Gro

up

5 D

NA

Tec

hn

olog

y 4.

d. S

tude

nts k

now

spec

ializ

atio

n of

cel

ls in

mul

ticel

lular

org

anism

s is u

suall

y du

e to

diff

eren

t pat

tern

s of g

ene

expr

essio

n ra

ther

than

to d

iffer

ence

s of t

he g

enes

them

selv

es.

5.c.

Stud

ents

kno

w h

ow g

enet

ic e

ngin

eerin

g (b

iote

chno

logy

) is u

sed

to p

rodu

ce n

ovel

bio

med

ical

and

agric

ultu

ral p

rodu

cts.

5.d.

* St

uden

ts k

now

how

bas

ic D

NA

tech

nolo

gy (r

estri

ctio

n di

gest

ion

by e

ndon

ucle

ases

, gel

ele

ctro

phor

esis,

liga

tion,

and

tran

sfor

mat

ion)

is u

sed

to c

onst

ruct

rec

ombi

nant

D

NA

mol

ecul

es.

5.e.*

Stu

dent

s kno

w h

ow e

xoge

nous

DN

A c

an b

e in

serte

d in

to b

acte

rial c

ells

to a

lter t

heir

gene

tic m

akeu

p an

d su

ppor

t exp

ress

ion

of n

ew p

rote

in p

rodu

cts.

5-6

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 1

- M

atri

x

Stan

dar

d G

rou

p 1

1.b.

Stu

dent

s kno

w e

nzym

es a

re p

rote

ins t

hat c

ataly

ze b

ioch

emic

al re

actio

ns w

ithou

t alte

ring

the

reac

tion

equi

libriu

m a

nd th

e ac

tiviti

es o

f enz

ymes

dep

end

on th

e te

mpe

ratu

re,

ioni

c co

nditi

ons,

and

the

pH o

f the

surr

ound

ings

. 1.

h. S

tude

nts k

now

mos

t mac

rom

olec

ules

(pol

ysac

char

ides

, nuc

leic

aci

ds, p

rote

ins,

lipid

s) in

cel

ls an

d or

gani

sms a

re sy

nthe

sized

from

small

col

lect

ion

of si

mpl

e pr

ecur

sors

. 4.

e. St

uden

ts k

now

pro

tein

s can

diff

er fr

om o

ne a

noth

er in

the

num

ber a

nd se

quen

ce o

f am

ino

acid

s. 4.

f.* S

tude

nts k

now

why

pro

tein

s hav

ing

diff

eren

t am

ino

acid

sequ

ence

s typ

icall

y ha

ve d

iffer

ent s

hape

s and

che

mic

al pr

oper

ties.

Stan

dar

d G

rou

p I

Key

Con

cep

t –

Mac

rom

olec

ule

s

A

nal

yzed

Sta

nd

ard

s 1b

, 1h

, 4e,

4f

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

on a

nd

Not

es

1b •

Pred

ict h

ow c

hang

es in

var

ious

en

viro

nmen

tal c

ondi

tions

(e.g

., te

mpe

ratu

re, p

H, s

ubst

rate

con

cent

ratio

n,

and

ioni

c co

nditi

ons)

will

aff

ect a

n en

zym

atic

reac

tion

•

Inte

rpre

t a g

raph

that

dep

icts

enz

yme

med

iated

vs.

non-

enzy

me

med

iated

re

actio

ns

1h •

Com

pare

and

con

trast

the

stru

ctur

e of

ca

rboh

ydra

tes,

lipid

s, pr

otei

ns a

nd n

ucle

ic

acid

s •

Mod

el th

e sy

nthe

sis o

f pol

ymer

s fro

m

mon

omer

s 4e

•

Reco

gniz

e th

at p

rote

ins c

an d

iffer

in

num

ber a

nd se

quen

ce o

f am

ino

acid

s 4f

•

Cons

truct

mod

els o

f pol

ypep

tides

•

Dra

w a

nd la

bel a

n am

ino

acid

•

Exp

lain

how

the

prot

ein

stru

ctur

e an

d fu

nctio

n ar

e in

fluen

ced

by R

gro

ups

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

W

hat i

s the

Act

ion

of D

iasta

se? (

1b) p

p. 3

1-34

Te

st fo

r Org

anic

Com

poun

ds (1

h) p

p. 2

7-30

H

olt

Qu

ick

Lab

s A

1-A

34

Obs

ervi

ng E

nzym

e D

eter

gent

s (1b

) pp.

145

-148

Id

entif

ying

Org

anic

Com

poun

ds in

Foo

ds (1

h) p

p. 1

31-1

34

Hol

t F

oren

sics

an

d A

pp

lied

Sci

ence

Exp

erim

ents

D

iffus

ion

and

Cell

Mem

bran

es (1

a) p

p. 1

41-1

44

Pre

nti

ce H

all L

ab M

anu

als

(A a

nd

B)

A-I

dent

ify O

rgan

ic C

ompo

unds

(1h)

pp.

59-

64

B-D

iscov

erin

g W

here

Pro

tein

s are

Fou

nd (4

e) p

p. 5

9-61

Su

pp

lem

enta

l Act

ivit

ies/

Res

ourc

es

•

BSCS

, 8th

ed.

Blu

e V

ersio

n- In

vest

igat

ion

2C E

nzym

e A

ctiv

ity p

p.

704-

707

(1b)

•

Hol

t Bio

sour

ces L

ab P

rogr

am-

Labo

rato

ry T

echn

ique

s C5

Obs

ervi

ng th

e E

ffec

ts o

f Con

cent

ratio

n on

Enz

yme

Act

ivity

(1b)

•

Pren

tice

Hall

- Te

ache

r Dem

onst

ratio

n Ch

apte

r 4 p

p. 3

-5 (1

b)

• G

ive

stud

ents

toot

hpic

ks a

nd p

olys

tyre

ne b

alls a

nd a

sk th

em to

m

ake

a th

ree-

dim

ensio

nal m

odel

of a

sim

ple

com

poun

d. (1

h)

Co

nnec

tion:

Whi

le d

iscus

sing

enzy

mes

(1b)

st

uden

ts c

ould

be

intro

duce

d to

dig

estiv

e sy

stem

enz

ymes

(9f)

Conn

ectio

n: W

hile

disc

ussin

g m

acro

mol

ecul

es

(1h)

stud

ents

cou

ld m

ake

conn

ectio

ns w

ith

spec

ific

dige

stiv

e hy

drol

ytic

enz

ymes

that

pr

oduc

e or

gani

c m

onom

ers (

9f)

Conn

ectio

n: W

hile

con

duct

ing

expe

rimen

ts o

n m

acro

mol

ecul

es (1

h) st

uden

ts c

ould

iden

tify

topi

cs, a

sk a

nd e

valu

ate

ques

tions

; and

de

velo

p id

eas l

eadi

ng to

inqu

iry, i

nves

tigat

ion,

an

d re

sear

ch (E

LA S

td 1

.4)

Conn

ectio

n: W

ord

prob

lem

s can

be

crea

ted

usin

g bi

olog

ical

conc

epts

that

hav

e an

in

depe

nden

t and

a d

epen

dent

var

iable

. St

uden

ts d

esig

n an

exp

erim

ent t

hat t

ests

the

effe

ct o

f tem

pera

ture

on

the

time

it ta

kes

amyl

ase

to b

reak

dow

n st

arch

(alg

ebra

17.

0 an

d Bi

o 1b

). W

hile

inve

stig

atin

g th

e ac

tions

of e

nzym

es (1

b)

stud

ents

cou

ld u

se p

robe

s (I&

E 1

a) a

nd c

ould

5-7

An

alyz

ed S

tan

dar

ds

1b, 1

h, 4

e, 4

f In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

• H

oagl

and,

Mah

lon

& D

odso

n, B

ert.

(199

5) T

he W

ay L

ife W

orks

Th

ree

Rive

rs P

ress

New

Yor

k pp

. 108

-109

(4f)

Tex

tboo

k R

efer

ence

s G

len

coe

(1b)

pp.

161

-165

(1

h) p

p. 1

58-1

61

(4e)

pp.

161

(4

f) pp

. 161

H

olt

(1b)

pp.

44-

57

(1h)

pp.

51-

56, 5

9 (4

e) p

p. 5

7-59

, 208

-209

(4

f) pp

. 56

-57

Pre

nti

ce H

all

(1a)

pp.

184

-189

, 191

(1

c) p

p. 1

72-1

83, 1

90-1

91

(1e)

pp.

177

-178

(1

j) pp

. 17

6, 4

73, 4

97, 4

99, 6

65, 9

57

analy

ze th

eir f

indi

ngs b

y id

entif

ying

and

co

mm

unic

atin

g so

urce

s of u

navo

idab

le e

rror

(I

&E

1b)

and

iden

tify

poss

ible

reas

ons o

f in

cons

isten

t res

ults

(I&

E 1

c)

5-8

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

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Inst

ruct

ion

al C

omp

onen

t 1

- M

atri

x St

and

ard

Gro

up

2 C

ellu

lar

Stru

ctu

res

1.a.

Stud

ents

kno

w c

ells

are

enclo

sed

with

in se

mip

erm

eabl

e m

embr

anes

that

regu

late

thei

r int

erac

tion

with

thei

r sur

roun

ding

. 1.

c. St

uden

ts k

now

how

pro

kary

otic

cel

ls (in

clud

ing

thos

e fr

om p

lants

and

ani

mals

), an

d vi

ruse

s diff

er in

com

plex

ity a

nd g

ener

al st

ruct

ure.

1.e.

Stud

ents

kno

w th

e ro

le o

f the

end

oplas

mic

retic

ulum

and

Gol

gi a

ppar

atus

in th

e se

cret

ion

of p

rote

ins.

1.j.*

Stu

dent

s kno

w h

ow e

ukar

yotic

cel

ls ar

e gi

ven

shap

e an

d in

tern

al or

gani

zatio

n by

cyt

oske

leto

n or

cel

l wall

or b

oth.

St

and

ard

Gro

up

2 K

ey C

once

pt

– C

ellu

lar

Stru

ctu

res

A

nal

yzed

Sta

nd

ard

s 1a

, 1c,

1e,

1j

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

on a

nd

Not

es

1a •

Use

the

fluid

mos

aic m

odel

to il

lust

rate

and

ex

plain

the

stru

ctur

e an

d fu

nctio

n of

the

cell

mem

bran

e

• Pr

edic

t the

mov

emen

t of d

iffer

ent t

ypes

of

mol

ecul

es a

cros

s sem

iper

mea

ble

mem

bran

es

• D

istin

guish

bet

wee

n ac

tive

and

pass

ive

trans

port

along

con

cent

ratio

n gr

adie

nts

•

1c •

Ana

lyze

the

stru

ctur

al di

ffer

ence

s bet

wee

n vi

ruse

s and

cel

ls

• Co

mpa

re a

nd c

ontra

st p

roka

ryot

ic ce

lls a

nd

euka

ryot

ic c

ells

1e •

Exp

lain

the

role

of E

R, G

olgi

app

arat

us,

and

secr

etor

y ve

sicle

s in

prot

ein

synt

hesis

an

d tra

nspo

rt

• D

iffer

entia

te b

etw

een

the

func

tions

of

smoo

th E

R an

d ro

ugh

ER

1j

• Ill

ustra

te h

ow th

e cy

tosk

elet

on o

r cel

l wall

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

N

orm

al an

d Pl

asm

olyz

ed C

ells

(1a)

pp.

43-

44

Hol

t Q

uic

k L

abs

A1-

A34

M

odeli

ng C

ells:

Surf

ace

Are

a to

Vol

ume

(1a)

pp.

5-6

D

emon

stra

ting

Diff

usio

n (1

a) p

p. 7

-8

Hol

t F

oren

sics

an

d A

pp

lied

Sci

ence

Exp

erim

ents

D

iffus

ion

and

Cell

Mem

bran

es (1

a) p

p. 1

41-1

44

Pre

nti

ce H

all L

ab M

anu

als

(A a

nd

B)

A-O

bser

ving

Osm

osis

(1a)

pp.

85-

90

A- O

bser

ving

Spe

ciali

zed

Cells

(1c)

pp.

101

-105

Su

pp

lem

enta

l Act

ivit

ies/

Res

ourc

es

BSC

S, 8

th e

d. B

lue

Ver

sion

Inve

stig

atio

n 3A

Diff

usio

n Th

roug

h A

Dial

ysis

Tubi

ng (1

a)

H

olt B

ioso

urce

s Lab

Pro

gram

Inqu

iry S

kills

B3

Diff

usio

n an

d Ce

ll m

embr

anes

pp.

9-1

2 (1

a)

Po

tato

Lab

ht

tp:/

/ww

w.eu

reka

city

scho

ols.o

rg/e

hs/r

iggs

w/P

otat

oLab

.htm

(1

a)

V

irtua

l Lab

Boo

k 5t

h Edi

tion

Osm

osis

and

Diff

usio

n La

b W

ysiw

yg:/

/49/

http

://w

ww

.sidw

elle

du/u

s/sc

i…ff

usio

n_La

b/os

mos

is_ d

iffus

ion_

lab.

htm

l (1a

)

Co

nnec

tion:

Whi

le d

iscus

sing

the

diff

eren

ces

betw

een

euka

ryot

es, p

roka

ryot

es, a

nd v

iruse

s (1

c) st

uden

ts c

ould

be

intro

duce

d to

con

cept

s re

lated

to th

e im

mun

e sy

stem

(10d

) Co

nnec

tion:

Pro

kary

otes

, suc

h as

bac

teria

ex

hibi

t exp

onen

tial g

row

th w

here

as e

ukar

yote

s, su

ch a

s ani

mal

cells

exh

ibit

linea

r gro

wth

(1c)

. In

this

sect

ion

of st

udy,

stud

ents

can

calc

ulat

e th

e ex

pone

ntial

gro

wth

and

wor

k w

ith

expo

nent

s in

the

proc

ess (

algeb

ra 2

.0).

Conn

ectio

n: W

hile

disc

ussin

g th

e pl

asm

a m

embr

ane

(1a)

, stu

dent

s cou

ld c

ompu

te th

e vo

lum

es a

nd su

rfac

e ar

ea (g

eom

etry

9.0

) and

an

alyze

the

effe

cts o

f sur

face

are

a to

vol

ume

ratio

on

cell

size

(geo

met

ry 1

1.0)

5-9

An

alyz

ed S

tan

dar

ds

1a, 1

c, 1

e, 1

j In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

give

s sha

pe a

nd in

tern

al or

gani

zatio

n to

the

euka

ryot

ic c

ell

• D

escr

ibe

the

stru

ctur

e an

d fu

nctio

n of

m

icro

tubu

les,

flage

lla, a

nd c

ytos

kele

ton

Pr

entic

e H

all C

hapt

er 5

Lab

orat

ory

Wor

kshe

et p

p. 9

-12

(1a)

Act

iviti

es to

Go

Cell

Org

anel

le P

roje

ct

http

://w

ww

.acce

ssex

celle

nce.o

rg/A

E/A

TG/d

ata/

rele

ased

/062

8-Jo

hnA

usem

a/ (1

e)

Ro

land,

John

Hum

an B

iolo

gy A

ctiv

ities

Kit

pg. 3

0 (1

e)

G

roup

stud

ents

and

hav

e th

em b

uild

mod

els o

f a p

lasm

a m

embr

ane

usin

g m

ater

ial su

ch a

s pol

ysty

rene

“pe

anut

s,” y

arn,

pi

pe c

lean

ers,

and

pops

icle

stic

ks.(1

a)

Tex

tboo

k R

efer

ence

s G

len

coe

(1a)

pp.

175

-179

, 194

-200

(1

c) 1

73-1

74, 1

86-1

87, 4

76-4

77, 4

84-4

87

(1e)

181

-183

(1

j) 18

5-18

7 H

olt

(1b)

pp.

44-

57

(1h)

pp.

51-

56, 5

9 (4

e) p

p. 5

7-59

, 208

-209

(4

f) pp

. 56

-57

Pre

nti

ce H

all

(1a)

pp.

184

-189

, 191

(1

c) p

p. 1

72-1

83, 1

90-1

91

(1e)

pp.

177

-178

(1

j) pp

. 17

6, 4

73, 4

97, 4

99, 6

65, 9

57

5-10

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 1

- M

atri

x St

and

ard

Gro

up

3 C

ellu

lar

En

erge

tics

1.

f. St

uden

ts k

now

usa

ble

ener

gy is

cap

ture

d fr

om su

nlig

ht b

y chl

orop

lasts

and

is st

ored

thro

ugh

the

synt

hesis

of s

ugar

from

car

bon

diox

ide.

1.g.

Stu

dent

s kno

w th

e ro

le o

f the

mito

chon

dria

in m

akin

g st

ored

che

mic

al-bo

nd e

nerg

y av

ailab

le to

cel

ls by

com

plet

ing

the

brea

kdow

n of

glu

cose

to c

arbo

n di

oxid

e. 1.

i.* S

tude

nts k

now

how

che

mio

smot

ic g

radi

ents

in th

e m

itoch

ondr

ia an

d ch

loro

plas

t sto

re e

nerg

y fo

r ATP

pro

duct

ion

Stan

dar

d G

rou

p 3

Key

Con

cep

t –

Cel

lula

r E

ner

geti

cs

A

nal

yzed

Sta

nd

ard

s 1f

, 1g,

1i

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

on a

nd

Not

es

1f

• E

xplai

n ho

w th

e st

ruct

ure

of th

e ch

loro

plas

t rel

ates

to it

s fun

ctio

n

• D

iffer

entia

te b

etw

een

the

prod

ucts

and

re

acta

nts o

f lig

ht re

actio

ns a

nd li

ght-

inde

pend

ent r

eact

ions

•

Trac

e th

e re

acta

nt m

olec

ules

as t

hey

go

thro

ugh

the

proc

ess o

f pho

tosy

nthe

sis

• O

bser

ve a

plan

t cel

l und

er a

mic

rosc

ope

and

iden

tify

chlo

ropl

asts

•

Pred

ict t

he e

ffec

t of v

aryi

ng in

tens

ities

of

light

on

the

rate

of p

hoto

synt

hesis

•

1g

•

Exp

lain

how

the

stru

ctur

e of

the

mito

chon

drio

n re

lates

to it

s fun

ctio

n •

Iden

tify

the

prod

ucts

and

reac

tant

s of c

ell

resp

iratio

n 1i

•

Exp

lain

how

mem

bran

es a

re u

sed

to c

reat

e pr

oton

gra

dien

ts th

at g

ener

ate

ATP

sy

nthe

sis in

bot

h ch

loro

plas

ts a

nd

mito

chon

dria

Tex

t A

ctiv

itie

s H

olt

Lab

Tec

hn

iqu

es a

nd

Exp

erim

enta

l Des

ign

St

ainin

g an

d M

ount

ing

Stem

Cro

ss se

ctio

ns (1

f) pp

. 171

-176

H

olt

Qu

ick

Lab

s A

1-A

34

Infe

rrin

g St

ruct

ure

from

Fun

ctio

n (1

f) pp

. 37-

38

Pre

nti

ce H

all L

ab M

anu

als

(A a

nd

B)

Mea

surin

g th

e E

ffec

t of L

ight

Inte

nsity

on

Phot

osyn

thes

is (1

f) pp

. (9

1-94

) O

bser

ving

Res

pira

tion

(1g)

pp.

95-

99

Sup

ple

men

tal A

ctiv

itie

s/R

esou

rces

E

lode

a La

b ht

tp:/

/ww

w.n

csec

.org

/cad

re2/

team

22_2

/tea

cher

s/el

odea

lab.h

tm (

1f)

Elo

dea

Lab

Pren

tice

Hall

Ch.

6 L

abor

ator

y W

orks

heet

pp.

7-1

0 (1

f, g)

C

hrom

atog

raph

y

http

://c

hem

istry

.abou

t.com

/cs/

how

tos/

ht/p

aper

chro

ma.h

tm

Chr

omat

ogra

phy

lab c

an a

lso b

e fo

und

in A

P Bi

olog

y La

bora

tory

M

anua

l H

ave

stud

ents

exa

min

e liv

e (o

r pre

serv

ed) s

pecim

ens o

f gre

en, b

row

n,

and

red

algae

to o

bser

ve th

e di

ffer

ence

in p

igm

ents

(1f)

Tex

tboo

k R

efer

ence

s G

len

coe

(1f)

pp. 1

84, 2

25-2

30

(1g)

pp.

185

, 231

-237

(1

i) pp

. 226

-234

Co

nnec

tion:

Whe

n di

scus

sing

cellu

lar

resp

iratio

n (1

g) st

uden

ts c

ould

be

intro

duce

d to

th

e hu

man

resp

irato

ry sy

stem

(9a)

Co

nnec

tion:

Whe

n di

scus

sing

phot

osyn

thes

is an

d ce

llular

resp

iratio

n (1

f & 1

g), s

tude

nts c

ould

be

intro

duce

d to

the

carb

on c

ycle

(6d)

5-11

An

alyz

ed S

tan

dar

ds

1f, 1

g, 1

i In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

Hol

t (1

f) pp

. 80-

89

(1g)

pp.

80,

131

-144

(1

i) pp

. 18,

139

-140

, 469

,470

, 107

9 P

ren

tice

Hal

l (1

f) pp

. 180

, 204

-214

(1

g) p

p.18

0, 2

22-2

32

(1i)

pp. 2

10-2

11, 2

28-2

29

5-12

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 1

- M

atri

x St

and

ard

Gro

up

4 C

entr

al D

ogm

a 1.

d. S

tude

nts

know

the

cen

tral d

ogm

a of

mol

ecul

ar b

iolo

gy o

utlin

e th

e flo

w o

f in

form

atio

n fr

om t

rans

crip

tion

of r

ibon

ucle

ic a

cid (

RNA

) in

the

nuc

leus

to

trans

latio

n of

pr

otei

ns o

n rib

osom

es in

the

cyto

plas

m.

4.a.

Stud

ents

kno

w th

e ge

nera

l pat

hway

by

whi

ch ri

boso

mes

synt

hesiz

e pr

otei

ns, u

sing

tRN

A to

tran

slate

gen

etic

info

rmat

ion

in m

RNA

. 4.

b. S

tude

nts k

now

how

to a

pply

the

gene

tic c

odin

g ru

les t

o pr

edic

t the

sequ

ence

of a

min

o ac

ids f

rom

a se

quen

ce o

f cod

ons i

n RN

A.

4.c.

Stud

ents

kno

w h

ow m

utat

ions

in th

e D

NA

sequ

ence

of a

gen

e m

ay o

r may

not

aff

ect t

he e

xpre

ssio

n of

the

gene

or t

he se

quen

ce o

f am

ino

acid

s in

the

enco

ded

prot

ein.

5.

a. St

uden

ts k

now

the

gene

ral s

truct

ures

and

func

tions

of D

NA

, RN

A, a

nd p

rote

in.

5.b.

Stu

dent

s kn

ow h

ow to

app

ly b

ase-

pairi

ng r

ules

to e

xplai

n pr

ecise

cop

ying

of D

NA

dur

ing

sem

icon

serv

ativ

e re

plic

atio

n an

d tra

nscr

iptio

n of

info

rmat

ion

from

DN

A in

to

mRN

A.

7.c.

Stud

ents

kno

w n

ew m

utat

ions

are

con

stan

tly b

eing

gen

erat

ed in

a g

ene

pool

. St

and

ard

Gro

up

4 K

ey C

once

pt

– C

entr

al D

ogm

a

An

alyz

ed S

tan

dar

ds

1d, 4

a, 4

b, 4

c, 5

a, 5

b, 7

c In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

1d •

Sum

mar

ize

how

pro

tein

s are

form

ed b

y th

e pr

oces

ses o

f tra

nscr

iptio

n in

the

nucl

eus

and

trans

latio

n in

the

cyto

plas

m

• Re

cogn

ize

the

role

s of D

NA

, RN

A, a

nd

ribos

omes

in m

akin

g pr

otei

ns

4a •

Exp

lain

the

relat

ions

hip

betw

een

the

stru

ctur

e an

d fu

nctio

n of

tRN

A, m

RNA

, an

d rR

NA

(rib

osom

es)

• Si

mul

ate

the

proc

esse

s of t

rans

crip

tion

and

trans

latio

n w

ith re

pres

enta

tive

mod

els

• D

istin

guish

bet

wee

n co

dons

and

an

ticod

ons

4b •

Cons

truct

mRN

A se

quen

ces (

incl

udin

g st

art a

nd st

op c

odon

s) fr

om a

giv

en D

NA

se

quen

ce

• Pr

edic

t the

prim

ary

stru

ctur

e (a

min

o ac

id

sequ

ence

) of p

rote

ins b

y us

ing

the

gene

tic

code

tabl

e

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

D

NA

Seq

uenc

ing

(4b)

pp.

79-

82

Hol

t Q

uic

k L

abs

A1-

A34

M

akin

g M

odels

(5b)

pp.

13-

14

Pre

nti

ce H

all L

ab M

anu

als

(A a

nd

B)

A-E

xtra

ctin

g D

NA

(5a)

pp.

113

-118

A

-Bui

ldin

g a

DN

A M

odel

(5a)

pp.

105

-107

Su

pp

lem

enta

l Act

ivit

ies/

Res

ourc

es

Mon

stro

us M

utat

ions

http

://w

ww

.iit.e

du/~

smile

/cb1

298.

htm

(4

c)

Bi

osou

rces

Hol

t Qui

ck L

ab A

7 M

akin

g M

odel

s pp.

13-

14 (5

a)

D

NA

Ext

ract

ion

http

://b

iote

ch.b

iolo

gy.ar

izon

a.edu

/lab

s/D

NA

_ext

ract

ion_

onio

n_st

udt.h

tml (

5a)

Si

ckle

cel

l cas

e st

udy

ht

tp:/

/ww

w.ct

biob

us.o

rg/c

urric

ulum

/pdf

s/m

yste

ryof

thec

rook

edce

ll_04

.pdf

(4b

)

Conn

ectio

n: W

hile

trac

ing

the

disc

over

y of

the

stru

ctur

e of

DN

A (5

a) st

uden

ts c

ould

reco

gniz

e th

e cu

mul

ativ

e na

ture

of s

cien

tific

evi

denc

e (I

&E

1k)

.

5-13

An

alyz

ed S

tan

dar

ds

1d, 4

a, 4

b, 4

c, 5

a, 5

b, 7

c In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

• D

iffer

entia

te b

etw

een

mRN

A p

roce

ssin

g (in

trons

and

exo

ns) i

n pr

okar

yote

s and

eu

kary

otes

•

Pred

ict t

he se

quen

ce o

f am

ino

acid

s in

a pr

otei

n fr

om th

e ge

netic

info

rmat

ion

of

DN

A

4c •

Def

ine

mut

atio

n as

a c

hang

e in

gen

etic

co

de a

nd d

istin

guish

bet

wee

n di

ffer

ent

kind

s of m

utat

ions

•

Diff

eren

tiate

bet

wee

n th

e im

pac

t of

som

atic

cel

l mut

atio

ns a

nd g

erm

cel

l m

utat

ions

(can

cer v

s. ge

netic

ano

mali

es)

5a •

Sket

ch a

nd id

entif

y th

e pa

rts o

f the

nu

cleo

tide

• D

istin

guish

bet

wee

n th

e ni

troge

n ba

ses

foun

d in

nuc

leot

ides

(A, T

, G, C

, U)

• E

xplai

n th

e ru

le o

f com

plem

enta

ry b

ase

pairi

ng in

DN

A re

plic

atio

n •

Com

pare

and

con

trast

the

stru

ctur

es a

nd

func

tions

of D

NA

and

RN

A

• Re

cogn

ize

that

diff

eren

t pro

tein

s hav

e di

stin

ct fu

nctio

ns

• Re

cogn

ize

that

pro

tein

s req

uire

d by

the

cell

are

prod

uced

at d

iffer

ent t

imes

as n

eede

d

5b •

App

ly c

ompl

emen

tary

bas

e pa

iring

rule

s to

expl

ain th

e re

plic

atio

n of

DN

A

• Su

mm

ariz

e th

e st

eps o

f sem

icon

serv

ativ

e D

NA

repl

icat

ion

• Co

nstru

ct a

mod

el o

f DN

A

7c •

Exp

lain

how

add

ition

s, de

letio

ns a

nd

subs

titut

ions

resu

lt in

mut

atio

ns in

a g

ene

pool

H

ave

stud

ents

rese

arch

one

of t

he p

eopl

e in

volv

ed in

the

disc

over

y of

the

stru

ctur

e an

d fu

nctio

n of

DN

A:

Grif

fith,

Ave

ry,

Her

shey

, Pao

ulin

g, C

hase

, Cha

rgaf

f, Fr

ankl

in, W

ilkin

s.

Ass

ign

stud

ents

diff

eren

t rol

e an

d ha

ve th

em ro

le pl

ay th

e pr

oces

s of

pro

tein

synt

hesis

so th

ey c

an v

isuali

ze th

is ab

stra

ct p

roce

ss.

T

extb

ook

Ref

eren

ces

Gle

nco

e (1

d) p

p. 2

88-2

95

(4a)

pp.

293

-295

(4

b) p

p. 2

92-2

92

(4c)

pp.

296

-301

(5

a) p

p. 2

81-2

84, 2

88-2

90, 1

60-1

61

(5b)

pp.

284

-287

, 290

-291

(7

c) p

p. 2

96-3

01

Hol

t (1

d) p

p. 2

04-2

10

(4a)

pp.

200

-210

(4

b) p

p. 2

17-2

26

(4c)

pp.

239

-246

(5

a) p

p. 1

93-2

10

(5b)

pp.

200

-202

(7

c) p

p. 3

17-3

25

Pre

nti

ce H

all

(1d)

pp.

300

-306

(4

a) p

p. 3

02-3

06

(4b)

pp.

295

-297

,309

-312

(4

c) p

p. 3

08-3

09

(5a)

pp.

287

-291

, 300

-306

(5

b) p

p. 3

00-3

06

(7c)

pp.

393

-400

5-14

An

alyz

ed S

tan

dar

ds

1d, 4

a, 4

b, 4

c, 5

a, 5

b, 7

c In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

• A

naly

ze c

ondi

tions

that

may

cau

se c

hang

es

in a

gen

e po

ol

• D

eter

min

e w

heth

er m

utat

ions

are

be

nefic

ial, n

eutra

l or h

arm

ful d

epen

ding

on

the

envi

ronm

enta

l con

ditio

ns

• E

xplai

n w

hy tr

aits c

anno

t be

elim

inat

ed

from

a p

opul

atio

n by

sele

ctiv

e br

eedi

ng

5-15

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 1

- M

atri

x St

and

ard

Gro

up

5 D

NA

Tec

hn

olog

y 4.

d. S

tude

nts k

now

spec

ializ

atio

n of

cel

ls in

mul

ticel

lular

org

anism

s is u

suall

y du

e to

diff

eren

t pat

tern

s of g

ene

expr

essio

n ra

ther

than

to d

iffer

ence

s of t

he g

enes

them

selv

es.

5.c.

Stud

ents

kno

w h

ow g

enet

ic e

ngin

eerin

g (b

iote

chno

logy

) is u

sed

to p

rodu

ce n

ovel

bio

med

ical

and

agric

ultu

ral p

rodu

cts.

5.d.

* St

uden

ts k

now

how

bas

ic D

NA

tech

nolo

gy (r

estri

ctio

n di

gest

ion

by e

ndon

ucle

ases

, gel

ele

ctro

phor

esis,

liga

tion,

and

tran

sfor

mat

ion)

is u

sed

to c

onst

ruct

rec

ombi

nant

D

NA

mol

ecul

es.

5.e.*

Stu

dent

s kno

w h

ow e

xoge

nous

DN

A c

an b

e in

serte

d in

to b

acte

rial c

ells

to a

lter t

heir

gene

tic m

akeu

p an

d su

ppor

t exp

ress

ion

of n

ew p

rote

in p

rodu

cts.

Stan

dar

d G

rou

p 5

Key

Con

cep

t –

DN

A T

ech

nol

ogy

A

nal

yzed

Sta

nd

ard

s 4d

, 5c,

5d

, 5e

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

on a

nd

Not

es

4d •

Sum

mar

ize

how

pro

tein

s are

form

ed b

y th

e pr

oces

ses o

f tra

nscr

iptio

n in

the

nucl

eus

and

trans

latio

n in

the

cyto

plas

m

• Re

cogn

ize

the

role

s of D

NA

, RN

A, a

nd

ribos

omes

in m

akin

g pr

otei

ns

5c •

Mod

el th

e re

com

bina

nt D

NA

pro

cess

(g

enet

ic e

ngin

eerin

g)

• Id

entif

y pr

actic

al ap

plic

atio

ns o

f gen

etic

en

gine

erin

g in

agr

icul

ture

and

med

icin

e

5d •

Exp

lain

how

rest

rictio

n en

zym

es c

an b

e us

ed to

mak

e re

com

bina

nt D

NA

•

Com

pare

and

ana

lyze

DN

A fi

nger

prin

ts

5e •

Sum

mar

ize

the

proc

ess o

f DN

A

trans

form

atio

n or

a g

ene

trans

fer

expe

rimen

t (5e

) •

Com

pare

sele

ctiv

e br

eedi

ng a

nd th

e na

tura

l pr

oces

s of h

oriz

onta

l DN

A tr

ansf

er (5

e)

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

D

NA

Seq

uenc

ing

(5d)

pp.

79-

82

Hol

t L

ab T

ech

niq

ues

an

d E

xper

imen

tal D

esig

n

DN

A W

hodu

nit (

5d) p

p. 7

1-78

P

ren

tice

Hal

l Lab

Man

ual

s (A

an

d B

) A

-Inv

estig

atin

g G

el E

lect

roph

ores

is (5

c &

5d)

pp

. 119

-122

Su

pp

lem

enta

l Act

ivit

ies/

Res

ourc

es

Hol

t Foc

us A

ctiv

ity C

h. 8

Mak

ing

a G

enet

ic E

ngin

eerin

g M

odel

pp

. 187

-188

(5c)

Pren

tice

Hall

Ch.

12

Gen

etic

Eng

inee

ring

Skill

Act

ivity

pp.

3-4

(5

c)

Ce

ll sp

ecial

izat

ion

http

://w

ww

.bey

ondb

ooks

.com

/lif7

1/4h

.asp

( 4d

) T

extb

ook

Ref

eren

ces

Gle

nco

e (4

d) p

p. 2

10

(5c)

pp.

347

-356

Conn

ectio

n: W

hile

disc

ussin

g D

NA

tech

nolo

gy

(5c,

5d, 5

e) a

nd st

em c

ells(

4d) s

tude

nts c

ould

in

vest

igat

e a

scie

nce-

base

d so

ciet

al iss

ue (I

&E

m

.) an

d co

nstru

ct a

nd ju

dge

the

valid

ity o

f a

logi

cal a

rgum

ent a

nd g

ive

coun

ter e

xam

ples

to

disp

rove

a st

atem

ent (

geom

etry

3.0

) Co

nnec

tion:

Whi

le d

iscus

sing

cell

spec

ializ

atio

n (4

d) st

uden

ts c

ould

be

intro

duce

d to

stem

cel

ls an

d en

gage

in se

vera

l ELA

less

ons.

2.

3 W

rite

rese

arch

repo

rts:

a. Po

se re

leva

nt a

nd ti

ghtly

dra

wn

ques

tions

ab

out t

he to

pic.

b. C

onve

y cl

ear a

nd a

ccur

ate

pers

pect

ives

on

the

subj

ect.

c. In

clud

e ev

iden

ce c

ompi

led

thro

ugh

the

form

al re

sear

ch p

roce

ss (e

. car

d ca

talo

g, R

eade

r’s

Gui

de to

Peri

odica

l Lite

ratu

re, a

com

pute

r cat

alog,

ne

wsp

aper

s, di

ctio

narie

s).

d. D

ocum

ent r

efer

ence

sour

ces b

y m

eans

of

foot

note

s and

a b

iblio

grap

hy.

2.4

Writ

e pe

rsua

sive

com

posit

ions

: a.

Stat

e a

clea

r pos

ition

or p

ersp

ectiv

e in

su

ppor

t of a

pro

posit

ion

or

b. D

escr

ibe

the

poin

ts in

supp

ort o

f the

pr

opos

ition

, em

ploy

ing

wel

l-

5-16

An

alyz

ed S

tan

dar

ds

4d, 5

c, 5

d, 5

e In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

(5d)

pp.

341

-344

, 348

, 354

-355

(5

e) p

p. 3

42-3

44

Hol

t (4

d) p

p. 2

17-2

28

(5c)

pp.

258

-259

(5

d) p

p. 2

57, 2

64, 2

74-2

75

(5e)

pp.

268

, 662

, 255

-275

P

ren

tice

Hal

l (4

d) p

p. 3

01-3

05, 9

99

(5c)

pp.

322

-333

(5

d) p

p. 3

24-3

29

(5e)

pp.

268

, 662

, 255

-275

evid

ence

. c.

Ant

icip

ate

and

addr

ess r

eade

r con

cern

s and

co

unte

rarg

umen

ts.

5-17

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 2

- M

atri

x

Stan

dard

Gro

up 1

Gam

ete F

ormat

ion an

d Fe

rtiliz

ation

2.

b. S

tude

nts k

now

onl

y ce

rtain

cell

s in

a m

ultic

ellu

lar o

rgan

ism u

nder

go m

eiosis

. 2.

d. S

tude

nts k

now

new

com

bina

tions

of a

lleles

may

be

gene

rate

d in

a z

ygot

e th

roug

h th

e fu

sion

of m

ale a

nd fe

male

gam

etes

(fer

tiliz

atio

n).

2.e.

Stud

ents

kno

w w

hy a

ppro

xim

ately

half

of a

n in

divi

dual’

s DN

A se

quen

ce c

omes

from

eac

h pa

rent

. 2.

f. St

uden

ts k

now

the

role

of c

hrom

osom

es in

det

erm

inin

g an

indi

vidu

al’s s

ex.

Stan

dar

d G

rou

p 2

Mei

osis

an

d M

end

el’s

Law

2.

a. St

uden

ts k

now

meio

sis is

an

early

step

in se

xual

repr

oduc

tion

in w

hich

the

pairs

of c

hrom

osom

es se

para

te a

nd se

greg

ate

rand

omly

durin

g ce

ll di

visio

n to

pro

duce

gam

etes

con

tain

ing

one

chro

mos

ome

of e

ach

type

. 2.

c. St

uden

ts k

now

how

rand

om c

hrom

osom

e se

greg

atio

n ex

plain

s the

pro

babi

lity

that

a p

artic

ular

alle

le w

ill b

e in

a g

amet

e. 3.

b. S

tude

nts k

now

the

gene

tic b

asis

for M

ende

l’s L

aw o

f seg

rega

tion

and

inde

pend

ent a

ssor

tmen

t. 3.

d.*

Stud

ents

kno

w h

ow to

use

dat

a on

freq

uenc

y of

reco

mbi

natio

n at

meio

sis to

est

imat

e ge

netic

dist

ance

bet

wee

n lo

ci an

d to

inte

rpre

t gen

etic

map

s of c

hrom

osom

es.

Stan

dar

d G

roup

3 P

rob

abili

ty o

f In

her

itan

ce

2.g.

Stu

dent

s kno

w h

ow to

pre

dict

pos

sible

com

bina

tions

of a

lleles

in a

zyg

ote

from

the

gene

tic m

akeu

p of

the

pare

nt.

3.a.

Stud

ents

kno

w h

ow to

pre

dict

the

prob

able

outc

ome

of p

heno

type

s in

a ge

netic

cro

ss fr

om th

e ge

noty

pes o

f the

par

ents

and

mod

e of

inhe

ritan

ce (a

utos

omal

or X

-link

ed, d

omin

ant

or re

cess

ive)

. 3.

c.* S

tude

nts k

now

how

to p

redi

ct th

e pr

obab

le m

ode

of in

herit

ance

from

a p

edig

ree

diag

ram

show

ing

phen

otyp

es.

Stan

dar

d G

roup

4 N

atu

ral S

elec

tive

6.

g.*

Stud

ents

kno

w h

ow to

dist

ingu

ish b

etw

een

the

acco

mm

odat

ion

of a

n in

divi

dual

orga

nism

to it

s en

viro

nmen

t and

the

grad

ual a

dapt

atio

n of

a li

neag

e of

org

anism

s th

roug

h ge

netic

ch

ange

. 7.

a. St

uden

ts k

now

why

nat

ural

selec

tion

acts

on

the

phen

otyp

e ra

ther

than

the

geno

type

of a

n or

gani

sm.

7.c.

Stud

ents

kno

w n

ew m

utat

ions

are

con

stan

tly b

eing

gene

rate

d in

a g

ene

pool

. 7.

d. S

tude

nts k

now

var

iatio

n w

ithin

a sp

ecies

incr

ease

s the

like

lihoo

d th

at a

leas

t som

e m

embe

rs o

f a sp

ecies

will

surv

ive

unde

r cha

nged

env

ironm

enta

l con

ditio

ns.

8.a.

Stud

ents

kno

w h

ow n

atur

al se

lectio

n de

term

ines

the

diffe

rent

ial su

rviv

al of

gro

ups o

f org

anism

s. 8.

b. S

tude

nts k

now

a g

reat

div

ersit

y of

spec

ies in

crea

ses t

he c

hanc

e th

at a

t lea

st so

me

orga

nism

s sur

vive

majo

r cha

nges

in th

e en

viro

nmen

t. St

and

ard

Gro

up 5

Pop

ula

tion

Gen

etic

s 7.

b. S

tude

nts k

now

why

alle

les th

at a

re le

thal

in a

hom

ozyg

ous i

ndiv

idua

l may

be

carr

ied in

a h

eter

ozyg

ote

and

thus

main

tain

ed in

a g

ene

pool

. 7.

e.* S

tude

nts k

now

the

cond

ition

s for

Har

dy-W

einbe

rg e

quili

briu

m in

a p

opul

atio

n an

d w

hy th

ese

cond

ition

s are

not

like

ly to

app

ear i

n na

ture

. 7.

f.* S

tude

nts k

now

how

to so

lve

the

Har

dy-W

einbe

rg e

quat

ion

to p

redi

ct th

e fr

eque

ncy

of g

enot

ypes

in a

pop

ulat

ion,

giv

en th

e fre

quen

cy o

f phe

noty

pes.

Stan

dar

d G

roup

6 M

ech

anis

ms

for

Evo

luti

on

8.c.

Stud

ents

kno

w th

e ef

fect

s of g

enet

ic dr

ift o

n th

e di

vers

ity o

f org

anism

s in

a po

pulat

ion.

8.

d. S

tude

nts k

now

repr

oduc

tive

or g

eogr

aphi

c iso

latio

n af

fect

s spe

ciatio

n.

Stan

dar

d G

rou

p 7

Evi

den

ce f

or E

volu

tion

5-18

8.e.

Stud

ents

kno

w h

ow to

ana

lyze

foss

il ev

iden

ce w

ith re

gard

to b

iolo

gica

l div

ersit

y, ep

isodi

c sp

eciat

ion,

and

mas

s ext

inct

ion.

8.

f.* S

tude

nts k

now

how

to u

se c

ompa

rativ

e em

bryo

logy

, DN

A o

r pro

tein

sequ

ence

com

paris

ons,

and

othe

r ind

epen

dent

sour

ces o

f dat

a to

cre

ate

a br

anch

ing

diag

ram

(clad

ogra

m) t

hat

show

s pro

babl

e ev

olut

iona

ry re

latio

nshi

ps.

8.g.

* St

uden

ts k

now

how

sev

eral

inde

pend

ent m

olec

ular

clo

cks,

calib

rate

d ag

ainst

eac

h ot

her

and

com

bine

d w

ith e

vide

nce

from

the

foss

il re

cord

, can

help

to e

stim

ate

how

long

ago

va

rious

gro

ups o

f org

anism

s div

erge

d ev

olut

iona

rily

from

one

oth

er.

5-19

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 2

- M

atri

x St

and

ard

Gro

up 1

Gam

ete

For

mat

ion

an

d F

erti

lizat

ion

2.

b. S

tude

nts k

now

onl

y ce

rtain

cell

s in

a m

ultic

ellu

lar o

rgan

ism u

nder

go m

eiosis

. 2.

d. S

tude

nts k

now

new

com

bina

tions

of a

lleles

may

be

gene

rate

d in

a z

ygot

e th

roug

h th

e fu

sion

of m

ale a

nd fe

male

gam

etes

(fer

tiliz

atio

n).

2.e.

Stud

ents

kno

w w

hy a

ppro

xim

ately

half

of a

n in

divi

dual’

s DN

A se

quen

ce c

omes

from

eac

h pa

rent

. 2.

f. St

uden

ts k

now

the

role

of c

hrom

osom

es in

det

erm

inin

g an

indi

vidu

al’s s

ex

Stan

dar

d G

rou

p I

Key

Con

cep

t –

Gam

ete

For

mat

ion

& F

erti

lizat

ion

An

alyz

ed S

tan

dar

ds

2b, 2

d, 2

e, 2

f In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

2b •

Iden

tify

the

cells

that

und

ergo

m

eiosis

•

Diff

eren

tiate

bet

wee

n ha

ploi

d an

d di

ploi

d ce

lls

2d •

Exp

lain

ferti

lizat

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resu

lts in

the

form

atio

n of

a z

ygot

e

2e w

ould

pro

duce

zyg

otes

that

hav

e

• D

istin

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bet

wee

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rom

osom

es,

DN

A, a

nd g

enes

•

Reco

gniz

e th

at w

ithou

t mei

osis

ferti

lizat

ion

twice

the

norm

al ch

rom

osom

e nu

mbe

r.

2f

• D

eter

min

e ge

nder

bas

ed o

n th

e co

mbi

natio

n of

sex

chro

mos

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Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

H

ow C

an K

aryo

type

Ana

lysis

Det

ect G

enet

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isord

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(2e)

pp.

71

-74

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d E

xper

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n

Prep

arin

g Ti

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f) pp

. 57-

60

Kar

yoty

ping

(2f)

pp. 6

1-66

P

ren

tice

Hal

l Lab

Man

ual

s (A

an

d B

) A

-Mak

ing

Kar

yoty

pes (

2f) p

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ple

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So

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A m

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simul

atio

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tp:/

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(2b,

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G

lenc

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hrom

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ab 2

5 pp

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82 (2

e)

5-20

An

alyz

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tan

dar

ds

2b, 2

d, 2

e, 2

f In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

Tex

tboo

k R

efer

ence

s G

len

coe

(2b)

pp.

265

(2

d) p

p. 2

65-2

66,

(2e)

pp.

263

-266

(2

f) pp

. 318

H

olt

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pp.

153

, 163

-164

(2

d) p

p. 6

16-6

17, 1

056

(2e)

pp.

96,

200

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(2

f) pp

. 235

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P

ren

tice

Hal

l (2

b) p

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d) p

p. 2

70-2

80, 1

016

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pp.

294

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(2

f) pp

. 341

-342

5-21

LA

USD

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igh

Sch

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nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 2

- M

atri

x

Stan

dar

d G

rou

p 2

Mei

osis

an

d M

end

el’s

Law

2.

a. St

uden

ts k

now

meio

sis is

an

early

step

in se

xual

repr

oduc

tion

in w

hich

the

pairs

of c

hrom

osom

es se

para

te a

nd se

greg

ate

rand

omly

durin

g ce

ll di

visio

n to

pro

duce

gam

etes

con

tain

ing

one

chro

mos

ome

of e

ach

type

. 2.

c. St

uden

ts k

now

how

rand

om c

hrom

osom

e se

greg

atio

n ex

plain

s the

pro

babi

lity

that

a p

artic

ular

alle

le w

ill b

e in

a g

amet

e. 3.

b. S

tude

nts k

now

the

gene

tic b

asis

for M

ende

l’s L

aw o

f seg

rega

tion

and

inde

pend

ent a

ssor

tmen

t. 3.

d.*

Stud

ents

kno

w h

ow to

use

dat

a on

freq

uenc

y of

reco

mbi

natio

n at

meio

sis to

est

imat

e ge

netic

dist

ance

bet

wee

n lo

ci an

d to

inte

rpre

t gen

etic

map

s of c

hrom

osom

es.

Stan

dar

d G

rou

p 2

Key

Con

cep

t –

Mei

osis

an

d M

end

el’s

Law

An

alyz

ed S

tan

dar

ds

2a, 2

c, 3

b, 3

d

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

on a

nd

Not

es

2a

• M

odel

the

proc

ess o

f mei

osis

•

Des

crib

e ho

w th

e pr

oces

s of m

eios

is ca

n le

ad to

var

iatio

n th

roug

h se

greg

atio

n an

d cr

ossin

g ov

er

2c •

Pred

ict t

he p

roba

ble

com

bina

tion

of a

llele

s in

the

form

atio

n of

gam

etes

3b

•

Dist

ingu

ish b

etw

een

segr

egat

ion

and

inde

pend

ent a

ssor

tmen

t •

App

ly th

e law

s of d

omin

ance

and

re

cess

iven

ess t

o pr

edic

t the

phe

noty

pe g

iven

th

e ge

noty

pe

3d •

Est

imat

e ge

netic

loci

dist

ance

s giv

en d

ata

on

freq

uenc

y of

reco

mbi

natio

n •

Crea

te a

nd in

terp

ret a

gen

etic

map

of a

ch

rom

osom

e us

ing

reco

mbi

natio

n fr

eque

ncy

data

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

O

bser

ving

Mei

osis

(2a)

pp.

53-

54

Hol

t L

ab T

ech

niq

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an

d E

xper

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tal D

esig

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Mod

eling

Meio

sis (2

a) p

p. 4

9-53

P

ren

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Hal

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Man

ual

s (A

an

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pp

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gene

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sp

Conn

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onsid

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e im

plica

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w

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your

resp

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e law

s of

dom

inan

ce a

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cess

iven

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n 3b

. Co

nnec

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Whe

n le

arni

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bout

dist

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s be

twee

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nes o

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parti

cular

chr

omos

ome

(3d)

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dent

s can

calc

ulat

e th

e di

stan

ce in

ab

solu

te v

alue

(alg

ebra

3.0

).

5-22

An

alyz

ed S

tan

dar

ds

2a, 2

c, 3

b, 3

d

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

on a

nd

Not

es

(2c)

D

om

http

://w

ww

.acce

ssex

celle

nce.o

rg/R

C/V

L/G

G/r

eces

sive.h

tmlin

ance

vs

Rece

ssiv

enes

s (3b

) R

ole

play

ing

the

proc

ess o

f mei

osis

(2a)

T

extb

ook

Ref

eren

ces

Gle

nco

e (2

a) p

p. 2

65-2

69

(2c)

pp.

255

-262

(3

b) p

p. 2

57, 2

60, 2

73, 2

77

(3d)

pp.

272

-273

, 349

-350

H

olt

(2a)

pp.

161

-164

(2

c) p

p. 1

75-1

77

(3b)

pp.

175

-186

(3

d) p

p. 2

55-2

65

Pre

nti

ce H

all

(2a)

pp.

275

-278

(2

c) p

p. 2

65-2

71

(3b)

pp.

263

-274

(3

d) p

p. 3

55-3

60

5-23

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 2

- M

atri

x St

and

ard

Gro

up 3

Pro

bab

ility

of I

nh

erit

ance

2.

g. S

tude

nts k

now

how

to p

redi

ct p

ossib

le co

mbi

natio

ns o

f alle

les in

a z

ygot

e fr

om th

e ge

netic

mak

eup

of th

e pa

rent

. 3.

a. St

uden

ts k

now

how

to p

redi

ct th

e pr

obab

le ou

tcom

e of

phe

noty

pes i

n a

gene

tic c

ross

from

the

geno

type

s of t

he p

aren

ts a

nd m

ode

of in

herit

ance

(aut

osom

al or

X-li

nked

, dom

inan

t or

rece

ssiv

e).

3.c.*

Stu

dent

s kno

w h

ow to

pre

dict

the

prob

able

mod

e of

inhe

ritan

ce fr

om a

ped

igre

e di

agra

m sh

owin

g ph

enot

ypes

. St

and

ard

Gro

up

3 K

ey C

once

pt

– P

rob

abili

ty o

f In

her

itan

ce

A

nal

yzed

Sta

nd

ard

s 2g

, 3a,

3c

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

on a

nd

Not

es

2g •

Pred

ict t

he p

ossib

le c

ombi

natio

ns o

f alle

les

in th

e fo

rmat

ion

of a

zyg

ote

3a

•

Pred

ict t

he g

enot

ypic

and

phe

noty

pic

ratio

us

ing

a Pu

nnet

t Squ

are.

• U

se th

e law

s of d

omin

ant,

rece

ssiv

e, in

com

plet

e do

min

ant,

auto

som

al, a

nd X

lin

ked

inhe

ritan

ce to

pre

dict

the

outc

ome

of

a ge

netic

cro

ss

• E

xplai

n th

e ge

netic

bas

is of

seve

ral h

uman

di

sord

ers

3c •

Use

a p

edig

ree

diag

ram

show

ing

phen

otyp

es

to p

redi

ct th

e pr

obab

le m

ode

of in

herit

ance

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

W

hat P

heno

typi

c Ra

tio Is

See

n in

a D

ihyb

rid C

ross

? (3a

) pp.

55-

58

Det

erm

inat

ion

of G

enot

ypes

from

Phe

noty

pes i

n H

uman

s (3a

) pp.

67-

70

Hol

t Q

uic

k L

abs

A1-

A34

In

terp

retin

g In

form

atio

n in

a P

edig

ree

(3c)

pp.

11-

13

Pre

nti

ce H

all L

ab M

anu

als

(A a

nd

B)

B-So

lvin

g H

ered

ity P

robl

ems (

2g &

3a)

pp.

101

-104

A

- Inv

estig

atin

g In

herit

ed T

raits

(3a)

pp.

107

-112

A

-Mak

ing

Kar

yoty

pes (

2f) p

p.12

3-13

0 Su

pp

lem

enta

l Act

ivit

ies/

Res

ourc

es

Hol

t Q

uic

k h

ttp

://

anth

ro.p

alom

ar.e

du

/b

lood

/A

BO

_sys

tem

.htm

(3

a)

Pun

nett

squa

res f

or m

edic

al co

nditi

ons :

CF,

HD

, col

or b

lindn

ess

http

://f

acul

ty.v

alenc

ia.cc

.fl.u

s/em

ason

/gen

etic

swor

kshe

e.htm

l (3a

) P

unne

tt Sq

uare

s A m

odel

of m

eiosis

lab

Pren

tice

Hall

Ch.

9 H

ands

on

Act

ivity

pp.

61-

62 (3

a)

Dom

inac

e vs

. rec

essiv

enes

s http

://w

ww

.blac

kwel

lp

ublis

hing

.com

/rid

ley/

a-z/

Dom

inan

t___

rece

ssiv

e.asp

(3a)

C

ase

stud

y of

Roy

al Fa

mily

ht

tp:/

/ww

w.sc

ienc

ecas

es.o

rg/h

emo/

hem

o.as

p (3

c)

Dro

soph

ila L

ab fr

om A

p Bi

olog

y M

anua

l or

Do-

it-yo

urse

lf D

roso

phila

La

b

Conn

ectio

n: W

hen

disc

ussin

g th

e us

e of

Pu

nnet

t Squ

ares

(3b)

stud

ents

shou

ld re

cogn

ize

the

usef

ulne

ss a

nd li

mita

tions

of m

odel

s and

th

eorie

s as s

cien

tific

repr

esen

tatio

ns o

f rea

lity

(I&

E 1

g).

5-24

An

alyz

ed S

tan

dar

ds

2g, 3

a, 3

c In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

http

://w

ww

.acce

ssex

celle

nce.o

rg/A

E/A

EPC

/WW

C/19

94/c

ollec

t.htm

l

Fast

Plan

ts—

dihy

brid

cro

ss

http

://w

ww

.fast

plan

ts.o

rg/p

df/g

enet

ics/

WTF

_di.p

df (3

a T

extb

ook

Ref

eren

ces

Gle

nco

e (2

g) 2

56-2

62

(3a)

256

-262

, 311

-320

(3

c) 3

10-3

14

Hol

t (2

g) p

p. 2

41-2

46, 1

75-1

86

(3a)

pp.

175

-186

(3

c) p

p. 2

41, 2

43

Pre

nti

ce H

all

(2g)

pp.

263

-269

, 342

-346

(3

a) p

p. 2

63-2

74, 3

42-3

46, 3

50

(3c)

pp.

342

-343

5-25

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 2

- M

atri

x St

and

ard

Gro

up 4

Nat

ura

l Sel

ecti

ve

6.g.

* St

uden

ts k

now

how

to d

istin

guish

bet

wee

n th

e ac

com

mod

atio

n of

an

indi

vidu

al or

gani

sm to

its

envi

ronm

ent a

nd th

e gr

adua

l ada

ptat

ion

of a

line

age

of o

rgan

isms

thro

ugh

gene

tic

chan

ge.

7.a.

Stud

ents

kno

w w

hy n

atur

al se

lectio

n ac

ts o

n th

e ph

enot

ype

rath

er th

an th

e ge

noty

pe o

f an

orga

nism

. 7.

c. St

uden

ts k

now

new

mut

atio

ns a

re c

onst

antly

bein

g ge

nera

ted

in a

gen

e po

ol.

7.d.

Stu

dent

s kno

w v

ariat

ion

with

in a

spec

ies in

crea

ses t

he li

kelih

ood

that

a le

ast s

ome

mem

bers

of a

spec

ies w

ill su

rviv

e un

der c

hang

ed e

nviro

nmen

tal c

ondi

tions

. 8.

a. St

uden

ts k

now

how

nat

ural

selec

tion

dete

rmin

es th

e di

ffere

ntial

surv

ival

of g

roup

s of o

rgan

isms.

8.b.

Stu

dent

s kno

w a

gre

at d

iver

sity

of sp

ecies

incr

ease

s the

cha

nce

that

at l

east

som

e or

gani

sms s

urvi

ve m

ajor c

hang

es in

the

envi

ronm

ent.

Stan

dar

d G

rou

p 4

Key

Con

cep

t –

Nat

ura

l Sel

ecti

on

A

nal

yzed

Sta

nd

ard

s 6g

, 7c,

7d

, 8a,

8b

In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

6g •

Dist

ingu

ish b

etw

een

gene

tic a

dapt

atio

n an

d no

n-ge

netic

acc

omm

odat

ion

as re

lated

to

beha

vior

, stru

ctur

e an

d m

etab

olism

(usin

g pr

int a

nd o

nlin

e re

sour

ces)

. 7c

•

Exp

lain

how

add

ition

s, de

letio

ns a

nd

subs

titut

ions

resu

lt in

mut

atio

ns in

a g

ene

pool

•

Ana

lyze

con

ditio

ns th

at m

ay c

ause

cha

nges

in

a g

ene

pool

•

Det

erm

ine

whe

ther

mut

atio

ns a

re b

enef

icial

, ne

utra

l or h

arm

ful d

epen

ding

on

the

envi

ronm

enta

l con

ditio

ns

• E

xplai

n w

hy tr

aits c

anno

t be

elim

inat

ed

from

a p

opul

atio

n by

sele

ctiv

e br

eedi

ng

7d •

Prov

ide

exam

ples

of h

ow v

ariat

ion

with

in a

sp

ecie

s pro

mot

e su

rviv

al du

ring

envi

ronm

enta

l cha

nges

8a

•

Mod

el h

ow n

atur

al se

lect

ion

dete

rmin

es

diff

eren

tial s

urvi

val o

f gro

ups o

f org

anism

s

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

H

ow Is

Cam

oufla

ge a

n A

dapt

ive

Adv

anta

ge (8

a) p

p. 8

9-92

E

xam

inin

g Bi

rd F

eet (

7d) p

p. 1

99-2

04

Hol

t L

ab T

ech

niq

ues

an

d E

xper

imen

tal D

esig

n

Resp

onse

in th

e Fr

uit F

ly (8

b) p

p. 1

89-1

92

Hol

t Q

uic

k L

abs

A1-

A34

A

naly

zing

Ada

ptat

ions

: liv

ing

on L

and

(6g)

pp.

19-

20

Pre

nti

ce H

all L

ab M

anu

als

(A a

nd

B)

B-M

odeli

ng C

amou

flage

and

Nat

ural

Selec

tion

(7d)

P.

119

-122

B-

Mod

elin

g N

atur

al Se

lect

ion

(8a)

pp.

123

-126

A

- Com

parin

g A

dapt

atio

ns o

f Bird

s (8b

) pp.

131

-136

Su

pp

lem

enta

l Act

ivit

ies/

Res

ourc

es

B

ird-b

eak

simul

atio

n ht

tp:/

/ww

w.re

ptila

nd.co

m/o

nlin

ecou

rse/

sess

ion6

/che

n_bb

eak_

less

on.

pdf (

7d, 8

a)

Gala

pago

s fin

ches

Conn

ectio

n: W

hen

traci

ng th

e hi

stor

y of

the

deve

lopm

ent o

f Dar

win

’s th

eory

of E

volu

tion

(8a)

stud

ents

cou

ld d

istin

guish

bet

wee

n hy

poth

esis

and

theo

ry (I

&E

1f)

Conn

ectio

ns:

Whe

n di

scus

sing

the

theo

ry o

f ev

olut

ion

(8a)

con

sider

the

usef

ulne

ss a

nd

limita

tions

of m

odel

s and

theo

ries a

s sci

entif

ic

repr

esen

tatio

ns o

f rea

lity(

I&E

1g)

.

5-26

An

alyz

ed S

tan

dar

ds

6g, 7

c, 7

d, 8

a, 8

b

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

on a

nd

Not

es

8b •

Exp

lain

how

div

ersit

y am

ong

spec

ies

incr

ease

s the

cha

nce

of su

rviv

al du

ring

envi

ronm

enta

l cha

nges

http

://w

ww

.pbs

.org

/wgb

h/ev

olut

ion/

educ

ator

s/co

urse

/ses

sion4

/elab

ora

te_b

.htm

l (7

d, 8

a)

Het

eroz

ygou

s adv

anta

ge h

ttp:/

/ww

w.b

lackw

ellp

ublis

hing

.com

/rid

ley/

a-z/

Het

eroz

ygou

s_ad

vant

age.a

sp (7

c)

Sic

kle

cell

case

stud

y ht

tp:/

/ww

w.ct

biob

us.o

rg/c

urric

ulum

/pdf

s/m

yste

ryof

thec

rook

edce

ll_04

.pdf

(7c,

8a)

Hor

se E

volu

tion

http

://w

ww

.txtw

riter

.com

/Bac

kgro

unde

rs/E

volu

tion/

EV

page

03.h

tml

(7d)

P

eppe

r Mot

h (K

ette

rwel

l’s E

xper

imen

t) ht

tp:/

/ww

w3.

dist

rict1

25.k

12.il

.us/

facu

lty/n

fisch

er/M

oth/

defa

ult.h

tm

or

http

://w

ww

.echa

lk.co

.uk/

Scie

nce/

Biol

ogy/

Pepp

ered

Mot

h/Pe

pper

edM

oth.

htm

“

A S

tep

in S

pecia

tion”

– sa

laman

der i

nves

tigat

ion

(Inv

estig

atio

n 9.

3—BS

CS)

Evo

lutio

n id

eas f

or le

sson

s ht

tp:/

/ww

w.p

bs.o

rg/w

gbh/

evol

utio

n/ed

ucat

ors/

less

ons/

inde

x.ht

ml

(7d,

8a)

D

esig

n A

Cre

atur

e ht

tp:/

/btc

.mon

tana

.edu/

cere

s/ht

ml/

Des

igne

r/D

esig

ner.h

tm (7

d)

Cor

nell

Not

es- O

'Brie

n, S

.J., W

ildt,

D.E

., Bu

sh, M

. (19

86):

“The

che

etah

in

gen

etic

per

il,”

Sci

entif

ic A

mer

ican

. May

198

6 (7

d)

Tex

tboo

k R

efer

ence

s G

len

coe

(7c)

pp.

296

-301

, 406

(7

d) p

p. 2

69-2

70, 4

07-4

09

(8a)

pp.

395

-396

, 407

-413

, 417

, 468

(8

b) p

p. 1

13-1

14, 4

04-4

13, 4

17

(8e)

pp.

375

-379

, 400

H

olt

(7c)

pp.

322

-323

(7

d) p

p. 3

26-3

30

(8a)

pp.

299

-310

, 322

-323

(8

b) p

p. 2

99-3

10, 3

17-3

25

(8e)

pp.

321

5-27

An

alyz

ed S

tan

dar

ds

6g, 7

c, 7

d, 8

a, 8

b

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

on a

nd

Not

es

(6g)

pp.

297

-331

P

ren

tice

Hal

l (7

c) p

p. 3

97-4

02

(7d)

pp.

379

-385

, 393

-396

(8

a) p

p. 3

79-3

85, 3

97-4

02

(8b)

pp.

379

-385

, 393

-396

(6

g) p

p. 3

92-4

10

(8e)

pp.

417

-422

, 435

-440

5-28

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 2

- M

atri

x St

and

ard

Gro

up 5

Pop

ula

tion

Gen

etic

s 7.

b. S

tude

nts k

now

why

alle

les th

at a

re le

thal

in a

hom

ozyg

ous i

ndiv

idua

l may

be

carr

ied in

a h

eter

ozyg

ote

and

thus

main

tain

ed in

a g

ene

pool

. 7.

e.* S

tude

nts k

now

the

cond

ition

s for

Har

dy-W

einbe

rg e

quili

briu

m in

a p

opul

atio

n an

d w

hy th

ese

cond

ition

s are

not

like

ly to

app

ear i

n na

ture

. 7.

f.* S

tude

nts k

now

how

to so

lve

the

Har

dy-W

einbe

rg e

quat

ion

to p

redi

ct th

e fr

eque

ncy

of g

enot

ypes

in a

pop

ulat

ion,

giv

en th

e fre

quen

cy o

f phe

noty

pes.

Stan

dar

d G

rou

p 5

Key

Con

cep

t –

Pop

ula

tion

Gen

etic

s

An

alyz

ed S

tan

dar

ds

7b, 7

e, 7

f In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

7b •

Pred

ict t

he su

rviv

al ou

tcom

e of

indi

vidu

als

whe

n a

rece

ssiv

e le

thal

allel

e is

pres

ent i

n th

e ge

ne p

ool

• E

xplai

n ho

w u

nexp

ress

ed g

enes

can

be

pass

ed o

n to

offs

prin

g by

het

eroz

ygou

s ca

rrie

rs a

nd th

us m

ainta

ined

in a

gen

e po

ol

7e •

Iden

tify

the

cond

ition

s for

Har

dy-W

einb

erg

equi

libriu

m

• E

valu

ate

whe

ther

Har

dy-W

einb

erg

cond

ition

s can

exi

st in

a re

al en

viro

nmen

t 7f

•

Solv

e th

e H

ardy

-Wei

nber

g eq

uatio

n gi

ven

phen

otyp

ic fr

eque

ncie

s of a

pop

ulat

ion

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

A

llelic

Fre

quen

cies

and

Sic

kle-

Cell

Ane

mia

(7f)

pp. 9

7-10

0 H

olt

Lab

Tec

hn

iqu

es a

nd

Exp

erim

enta

l Des

ign

P

ren

tice

Hal

l Lab

Man

ual

s (A

an

d B

) Su

pp

lem

enta

l Act

ivit

ies/

Res

ourc

es

Har

dy W

einb

erg

Prin

cipl

e La

b ht

tp:/

/ww

w.ek

csk1

2.or

g/sc

ienc

e/ap

labre

view

/pop

ulat

iong

enet

icsla

b.ht

m (7

e, f)

Sic

kle

cell

case

stud

y ht

tp:/

/chr

oma.g

s.was

hing

ton.

edu/

outre

ach/

gene

tics/

sickl

e/

http

://w

ww

.ctbi

obus

.org

/cur

ricul

um/p

dfs/

mys

tery

ofth

ecro

oked

cell_

04.p

df (

7b)

Tex

tboo

k R

efer

ence

s G

len

coe

(7b)

pp.

311

-313

, 323

-324

, 326

-327

(7

e) p

p. 4

16

(7f)

pp. 4

16

Hol

t (7

b) p

p. 2

41-2

45

(7e)

pp.

320

-325

(7

f) pp

. 320

-325

Conn

ectio

n: W

hen

lear

ning

abo

ut a

llele

fr

eque

ncie

s (7b

) stu

dent

s can

calc

ulat

e th

e ef

fect

on

a g

ene

pool

whe

n le

thal

gene

s are

intro

duce

d (a

lgeb

ra 4

.0)

Conn

ectio

n: W

hen

stud

ying

the

Har

dy-

Wei

nber

g fo

rmul

a, p2

+ 2

pq +

q2 =

1, st

uden

ts

can

solv

e m

ultis

tep

prob

lem

s, in

clud

ing

wor

d pr

oble

ms,

invo

lvin

g lin

ear e

quat

ions

and

line

ar

ineq

ualit

ies (a

lgeb

ra 5

.0)

5-29

An

alyz

ed S

tan

dar

ds

7b, 7

e, 7

f In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

Pre

nti

ce H

all

(7b)

pp.

342

-348

(7

e) p

p. 4

01-4

02

(7f)

pp. 4

01-4

02

5-30

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 2

- M

atri

x St

and

ard

Gro

up 6

Mec

han

ism

s fo

r E

volu

tion

8.

c. St

uden

ts k

now

the

effe

cts o

f gen

etic

drift

on

the

dive

rsity

of o

rgan

isms i

n a

popu

latio

n.

8.d.

Stu

dent

s kno

w re

prod

uctiv

e or

geo

grap

hic

isolat

ion

affe

cts s

pecia

tion.

St

and

ard

Gro

up

6 K

ey C

once

pt

– M

ech

anis

ms

for

Evo

luti

on

A

nal

yzed

Sta

nd

ard

s 8c

, 8d

In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

8c •

Iden

tify

the

fact

ors t

hat l

ead

to g

enet

ic d

rift

• H

ypot

hesiz

e ho

w g

enet

ic d

rift a

ffec

ts th

e di

vers

ity o

f a p

opul

atio

n of

org

anism

s 8d

•

Des

crib

e th

e fa

ctor

s tha

t lea

d to

isol

atio

n am

ong

mem

bers

of a

spec

ies

• A

naly

ze h

ow re

prod

uctiv

e an

d ge

ogra

phic

iso

latio

n af

fect

spec

iatio

n

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

H

olt

Lab

Tec

hn

iqu

es a

nd

Exp

erim

enta

l Des

ign

P

ren

tice

Hal

l Lab

Man

ual

s (A

an

d B

) Su

pp

lem

enta

l Act

ivit

ies/

Res

ourc

es

G

enet

ic D

rift w

/alle

le c

ards

AP

Biol

ogy

Lab

#8

(8c)

Sp

eciat

ion

http

://w

ww

.evol

ed.o

rg/l

esso

ns/s

peci

atio

n.ht

m#

caus

es (8

d)

Tex

tboo

k R

efer

ence

s G

len

coe

(8

c) p

p. 4

06

(8d)

pp.

409

-410

H

olt

(8c)

pp.

322

-323

(8

d) p

p. 3

26-3

30

Pre

nti

ce H

all

(8c)

pp.

397

-402

(8

d) p

p. 3

79-3

85, 4

04-4

10

5-31

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 2

- M

atri

x St

and

ard

Gro

up

7 E

vid

ence

for

Evo

luti

on

8.e.

Stud

ents

kno

w h

ow to

ana

lyze

foss

il ev

iden

ce w

ith re

gard

to b

iolo

gica

l div

ersit

y, ep

isodi

c sp

eciat

ion,

and

mas

s ext

inct

ion.

8.

f.* S

tude

nts k

now

how

to u

se c

ompa

rativ

e em

bryo

logy

, DN

A o

r pro

tein

sequ

ence

com

paris

ons,

and

othe

r ind

epen

dent

sour

ces o

f dat

a to

cre

ate

a br

anch

ing

diag

ram

(clad

ogra

m) t

hat

show

s pro

babl

e ev

olut

iona

ry re

latio

nshi

ps.

8.g.

* St

uden

ts k

now

how

sev

eral

inde

pend

ent m

olec

ular

clo

cks,

calib

rate

d ag

ainst

eac

h ot

her

and

com

bine

d w

ith e

vide

nce

from

the

foss

il re

cord

, can

help

to e

stim

ate

how

long

ago

va

rious

gro

ups o

f org

anism

s div

erge

d ev

olut

iona

rily

from

one

oth

er.

Stan

dar

d G

rou

p 7

Key

Con

cep

t –

Evi

den

ce f

or E

volu

tion

An

alyz

ed S

tan

dar

ds

8e, 8

f, 8

g In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

8e •

Inte

rpre

t a fo

ssil

reco

rd to

iden

tify

perio

ds

of d

iver

sity,

spec

iatio

n an

d m

ass e

xtin

ctio

n

• In

fer f

rom

a fo

ssil

reco

rd p

erio

ds o

f rap

id

envi

ronm

enta

l cha

nges

8f

• C

onst

ruct

a c

ladog

ram

bas

ed o

n co

mpa

rativ

e em

bryo

logy

and

DN

A o

r pr

otei

n se

quen

ces

8g •

Exp

lain

how

scie

ntist

s can

use

mol

ecul

ar

cloc

ks a

nd fo

ssil

evid

ence

to se

quen

ce a

nd

date

per

iods

of s

peci

atio

n

Crea

te a

nd d

ate

a ph

ylog

enet

ic tr

ee b

ased

on

foss

il ev

iden

ce a

nd m

olec

ular

clo

cks

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

A

naly

zing

Fos

sil M

olds

(8e)

pp.

83-

84

Hol

t L

ab T

ech

niq

ues

an

d E

xper

imen

tal D

esig

n

Ana

lyzi

ng B

lood

Ser

um to

det

erm

ine

evol

utio

nary

Rel

atio

nshi

ps (8

g) p

p. 7

9-82

H

olt

Qu

ick

Lab

s A

1-A

34

Com

parin

g O

bser

vatio

ns o

f Bod

y Pa

rts (8

e) p

p. 1

7-18

A

naly

zing

Ada

ptat

ions

: Liv

ing

on L

and

(8g)

pp.

19-

20

Com

parin

g Pr

imat

e Fe

atur

es (8

g) p

p. 2

1-22

P

ren

tice

Hal

l Lab

Man

ual

s (A

an

d B

) Su

pp

lem

enta

l Act

ivit

ies/

Res

ourc

es

Ana

lyzi

ng a

min

o ac

id se

quen

ce (M

oder

n Bi

olog

y)

DN

A c

ompa

rison

of H

uman

s to

Chim

panz

ees

http

://w

ww

.indi

ana.e

du/~

ensiw

eb/l

esso

ns/c

hrom

com

.htm

l (8e

) C

ladog

ram

s h

ttp:/

/ww

w.in

dian

a.edu

/~en

siweb

/les

sons

/mol

.prim

.htm

l and

ht

tp:/

/ww

w.in

dian

a.edu

/~en

siweb

/les

sons

/c.b

igcl

a.htm

l (8f

) “

Relat

ing

Am

ino

Aci

d Se

quen

ce to

Evo

lutio

nary

Rel

atio

nshi

ps”

LAB

(Hol

t Mod

ern

Biol

ogy)

Conn

ectio

n: W

hen

inte

rpre

ting

foss

il ev

iden

ce

(8e)

stud

ents

cou

ld a

nayz

e th

e lo

catio

ns,

sequ

ence

s, or

tim

e in

terv

als th

at a

re

char

acte

ristic

of n

atur

al ph

enom

ena

(I&

E 1

i

5-32

An

alyz

ed S

tan

dar

ds

8e, 8

f, 8

g In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

Tex

tboo

k R

efer

ence

s G

len

coe

(8e)

pp.

375

-379

, 400

(8

f) pp

. 402

-403

, 452

-453

(8

g) p

p. 3

72-3

75, 4

62

Hol

t (8

e) p

. 321

(8

f) pp

. 307

, 233

, 662

, 340

, 342

-345

(8

g) p

p.

Pre

nti

ce H

all

(8e)

pp.

417

-422

, 435

-440

(8

f) pp

. (8

g) p

p. 4

52-4

53, 4

57

5-33

L

AU

SD -

Hig

h S

choo

l In

stru

ctio

nal

Gu

ide

Bio

logy

In

stru

ctio

nal

Com

pon

ent

3 -

Mat

rix

St

and

ard

Gro

up

1 G

as a

nd

Nu

trie

nt

Exc

han

ge

9.a.

Stud

ents

kno

w h

ow th

e co

mpl

emen

tary

act

ivity

of m

ajor b

ody

syst

ems p

rovi

des c

ells

with

oxy

gen

and

nutri

ents

and

rem

oves

toxi

c w

aste

pro

duct

s suc

h as

car

bon

diox

ide.

9.f.*

Stu

dent

s kno

w th

e in

divi

dual

func

tions

and

site

s of s

ecre

tion

of d

iges

tive

enzy

me

(am

ylas

es, p

rote

ases

, nuc

leas

es, l

ipas

es),

stom

ach

acid

, and

bile

salts

. 9.

g.*

Stud

ents

kno

w th

e ho

meo

stat

ic ro

le o

f the

kid

neys

in th

e re

mov

al of

nitr

ogen

ous w

aste

s and

the

role

of t

he li

ver i

n bl

ood

deto

xific

atio

n an

d gl

ucos

e ba

lance

. 9.

i.* S

tude

nts k

now

how

hor

mon

es (i

nclu

ding

dig

estiv

e, re

prod

uctiv

e, os

mor

egul

ator

y) p

rovi

de in

tern

al fe

edba

ck m

echa

nism

s for

hom

eost

asis

at th

e ce

llular

leve

l and

in w

hole

or

gani

sms.

Stan

dar

d G

rou

p 2

Ele

ctro

chem

ical

Com

mu

nic

atio

n a

nd

Res

pon

se

9.b.

Stu

dent

s kno

w h

ow th

e ne

rvou

s sys

tem

med

iates

com

mun

icat

ion

betw

een

diff

eren

t par

ts o

f the

bod

y an

d th

e bo

dy’s

inte

ract

ions

with

the

envi

ronm

ent.

9.d.

Stu

dent

s kno

w th

e fu

nctio

ns o

f the

ner

vous

syst

em a

nd th

e ro

le o

f neu

rons

in tr

ansm

ittin

g el

ectro

chem

ical

impu

lses.

9.e.

Stud

ents

kno

w th

e ro

les o

f sen

sory

neu

rons

, int

erne

uron

s, an

d m

otor

neu

rons

in se

nsat

ion,

thou

ght,

and

resp

onse

. 9.

h.*

Stud

ents

kno

w th

e ce

llular

and

mol

ecul

ar b

asis

of m

uscl

e co

ntra

ctio

n, in

clud

ing

the

role

of a

ctin

, myo

sin. C

a+2,

and

ATP

St

and

ard

Gro

up

3 F

eed

bac

k M

ech

anis

m

9.c.

Stud

ents

kno

w h

ow fe

edba

ck lo

ops i

n th

e ne

rvou

s and

end

ocrin

e sy

stem

s reg

ulat

e co

nditi

ons i

n th

e bo

dy.

9.i.*

Stu

dent

s kno

w h

ow h

orm

ones

(inc

ludi

ng d

iges

tive,

repr

oduc

tive,

osm

oreg

ulat

ory)

pro

vide

inte

rnal

feed

back

mec

hani

sms f

or h

omeo

stas

is at

the

cellu

lar le

vel a

nd in

who

le

orga

nism

s. St

and

ard

Gro

up

4 I

nfe

ctio

n/

Imm

un

ity

10.a.

Stu

dent

s kno

w th

e ro

le o

f the

skin

in p

rovi

ding

non

spec

ific

defe

nses

aga

inst

infe

ctio

n.

10.b

. Stu

dent

s kno

w th

e ro

le o

f ant

ibod

ies i

n th

e bo

dy’s

resp

onse

to in

fect

ion.

10

.c. S

tude

nts k

now

how

vac

cinat

ion

prot

ects

an

indi

vidu

al fr

om in

fect

ious

dise

ases

. 10

.d. S

tude

nts

know

ther

e ar

e im

porta

nt d

iffer

ence

s be

twee

n ba

cter

ia an

d vi

ruse

s w

ith r

espe

ct to

thei

r re

quire

men

ts f

or g

row

th a

nd r

eplic

atio

n, th

e bo

dy’s

prim

ary

defe

nses

ag

ainst

bac

teria

l and

vira

l inf

ectio

ns, a

nd e

ffec

tive

treat

men

ts o

f the

se in

fect

ions

. 10

.e. S

tude

nts

know

why

an

indi

vidu

al w

ith a

com

prom

ised

imm

une

syst

em (

for

exam

ple,

a pe

rson

with

AID

S) m

ay b

e un

able

to

fight

off

and

sur

vive

inf

ectio

ns b

y m

icro

orga

nism

s tha

t are

usu

ally

beni

gn.

10.f.

* St

uden

ts k

now

the

role

s of p

hago

cyte

s, B-

lym

phoc

ytes

, and

T-ly

mph

ocyt

es in

the

imm

une

syst

em.

Stan

dar

d G

rou

p 5

Eco

logy

6.

a. St

uden

ts k

now

bio

dive

rsity

is th

e su

n to

tal o

f diff

eren

t kin

ds o

f org

anism

s and

is a

ffec

ted

by a

ltera

tions

of h

abita

ts.

6.b.

Stu

dent

s kno

w h

ow to

ana

lyze

cha

nges

in a

n ec

osys

tem

resu

lting

from

cha

nges

in c

limat

e, hu

man

act

ivity

, int

rodu

ctio

n of

non

nativ

e sp

ecie

s, or

cha

nges

in p

opul

atio

n siz

e. 6.

c. St

uden

ts k

now

how

fluc

tuat

ions

in p

opul

atio

n siz

e in

an

ecos

yste

m a

re d

eter

min

ed b

y th

e re

lativ

e ra

tes o

f birt

h, im

mig

ratio

n, e

mig

ratio

n, a

nd d

eath

. 6.

d. S

tude

nts

know

how

wat

er, c

arbo

n, a

nd n

itrog

en c

ycle

bet

wee

n ab

iotic

reso

urce

s an

d or

gani

c m

atte

r in

the

ecos

yste

m a

nd h

ow o

xyge

n cy

cles

thro

ugh

phot

osyn

thes

is an

d re

spira

tion.

6.

e. St

uden

ts k

now

a v

ital p

art o

f an

ecos

yste

m is

the

stab

ility

of i

ts p

rodu

cers

and

dec

ompo

sers

. 6.

f. St

uden

ts k

now

at e

ach

link

in a

food

web

som

e en

ergy

is st

ored

in n

ewly

mad

e st

ruct

ures

but

muc

h en

ergy

is d

issip

ated

into

the

envi

ronm

ent a

s hea

t. Th

is di

ssip

atio

n m

ay

be re

pres

ente

d in

an

ener

gy p

yram

id.

5-34

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 3

- M

atri

x St

and

ard

Gro

up

1 G

as a

nd

Nu

trie

nt

Exc

han

ge

9.a.

Stud

ents

kno

w h

ow th

e co

mpl

emen

tary

act

ivity

of m

ajor b

ody

syst

ems p

rovi

des c

ells

with

oxy

gen

and

nutri

ents

and

rem

oves

toxi

c w

aste

pro

duct

s suc

h as

car

bon

diox

ide.

9.f.*

Stu

dent

s kno

w th

e in

divi

dual

func

tions

and

site

s of s

ecre

tion

of d

iges

tive

enzy

me

(am

ylas

es, p

rote

ases

, nuc

leas

es, l

ipas

es),

stom

ach

acid

, and

bile

salts

. 9.

g.*

Stud

ents

kno

w th

e ho

meo

stat

ic ro

le o

f the

kid

neys

in th

e re

mov

al of

nitr

ogen

ous w

aste

s and

the

role

of t

he li

ver i

n bl

ood

deto

xific

atio

n an

d gl

ucos

e ba

lance

. 9.

i.* S

tude

nts k

now

how

hor

mon

es (i

nclu

ding

dig

estiv

e, re

prod

uctiv

e, os

mor

egul

ator

y) p

rovi

de in

tern

al fe

edba

ck m

echa

nism

s for

hom

eost

asis

at th

e ce

llular

leve

l and

in w

hole

or

gani

sms.

Stan

dar

d G

rou

p I

Key

Con

cep

t –

Gas

an

d N

utr

ien

t E

xch

ange

An

alyz

ed S

tan

dar

ds

9a, 9

f, 9

g, (

9i)

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

ons

and

Not

es

9a •

Sum

mar

ize

the

role

of m

ultip

le o

rgan

sy

stem

s in

trans

porti

ng n

utrie

nts a

nd

was

tes t

houg

h ou

t the

bod

y. •

App

ly th

e co

ncep

ts o

f osm

osis

and

diff

usio

n to

exp

lain

the

func

tions

of o

rgan

s su

ch a

s the

live

r, ki

dney

s, an

d lu

ngs,

with

sp

ecial

refe

renc

e to

car

bon

diox

ide,

oxyg

en,

and

gluc

ose.

9f

• D

iagra

m th

e di

gest

ive

tract

, lab

elin

g im

porta

nt p

oint

s of s

ecre

tion

and

traci

ng

the

path

way

s fro

m d

iges

tion

of st

arch

es,

prot

eins

, and

oth

er fo

ods.

9g

•

Out

line

the

role

of t

he k

idne

y’s n

ephr

on in

th

e fo

rmat

ion

of u

rine.

9i

• Tr

ace

the

path

of h

orm

ones

from

thei

r po

int o

f orig

in to

thei

r tar

get s

ite.

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

W

hat i

s the

Eff

ect o

f Exe

rcise

on

Hea

rt Ra

te? (

9a) p

p. 2

37-2

40

Calo

ric C

onte

nt o

f a M

eal (

9a) p

p. 2

31-2

32

Hol

t Sc

ien

ce B

iolo

gy V

ideo

Lab

Man

ual

TE

D

Dem

onst

ratin

g La

ctos

e D

iges

tion

(9f)

pp. 1

55-1

59

Hol

t B

ioSo

urc

es Q

uic

k D

ata

and

Mat

h L

ab M

anu

al

Mod

elin

g th

e Fu

nctio

n of

Bile

(9f)

pp. 2

83-2

84

Hol

t Sc

ien

ce B

iolo

gy V

idoe

Lab

Man

ual

TE

D

Eff

ect o

f epi

neph

rine

on H

eart

Rate

(9i)

pp. 1

69-1

72

Hol

t B

ioSo

urc

es Q

uic

k D

ata

and

Mat

h L

ab M

anu

al

Ana

lyzi

ng H

orm

one

Secr

etio

ns (9

i) pp

. 294

-295

P

ren

tice

Hal

l Lab

Man

ual

s (A

an

d B

) A

-Mea

surin

g Lu

ng C

apac

ity (9

a) p

p. 2

61-2

66

B-In

vest

igat

ing

the

Hea

rt (9

a) p

p. 2

39-2

42

B-In

vest

igat

ing

Mec

hani

cal a

nd C

hem

ical

Dig

estio

n (9

f) pp

. 243

-246

A

-Sim

ulat

ing

Urin

analy

sis (9

g) p

p. 2

67-2

71

Sup

ple

men

tal A

ctiv

itie

s/R

esou

rces

A

myl

ase

Lab

(sta

rch—

chew

ing

up c

rack

ers,

test

w/B

ened

ict’s

solu

tion

for

dext

rose

) http

://w

ww

.nd.

edu/

~ao

staf

in/C

RCD

/new

_pag

e_1.

htm

(9f)

Cat

alase

(liv

er) L

AB

(AP)

ht

tp:/

/agp

a.uak

ron.

edu/

k12/

less

on_p

lans/

liver

_lab

.htm

l (9f

) B

rom

thym

ol b

lue/

stra

w-g

as e

xcha

nge

Conn

ectio

n: W

hen

lear

ning

abo

ut g

as

exch

ange

invo

lved

in th

e co

mpl

emen

tary

ac

tiviti

es o

f our

org

an sy

stem

s (9a

) st

uden

ts c

an u

se p

robe

s to

mea

sure

car

bon

diox

ide

prod

uctio

n (I

&E

1a)

and

then

gr

aph

relat

ed c

once

pts s

uch

as e

xerc

ise a

nd

amou

nt o

f CO

2 pro

duce

d an

d ca

lcul

ate

from

thei

r gra

ph a

n un

know

n pe

rson

’s CO

2 rat

e gi

ven

the

amou

nt o

f exe

rcise

(a

lgeb

ra 6

.0).

5-35

An

alyz

ed S

tan

dar

ds

9a, 9

f, 9

g, (

9i)

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

ons

and

Not

es

http

://w

ww

.byr

onsm

ith.ca

/eve

rest

2000

/edu

catio

n/ac

tiviti

es/p

h4th

3alti

tude

.ht

ml (

9a)

Ana

lyzi

ng k

idne

y fil

tratio

n (M

oder

n Bi

olog

y) (9

g)

Dial

ysis

Tubi

ng h

ttp:/

/tea

chhe

althk

-12.

uths

csa.e

du/p

a/pa

10/1

004B

.htm

(9g)

M

odel

ing

hum

an d

iges

tion

(Mod

ern

Biol

ogy)

—te

st tu

bes w

ith e

gg w

hite

and

en

zym

es p

lus/

min

us h

ydro

chlo

ric a

cid,

etc

. (9f

) H

eart

Tran

splan

t—Co

rnel

l Lab

ht

tp:/

/ww

w.p

bs.o

rg/w

gbh/

nova

/ehe

art/

hum

an.h

tml (

9a)

Tex

tboo

k R

efer

ence

s G

len

coe

(9a)

pp.

972

-974

, 976

, 987

(9

f) pp

. 91

8, 9

20-9

22, 9

40-9

41

(9g)

pp.

932

, 985

-987

, 991

, 105

1, 1

054

(9i)

pp. 9

29-9

35, 9

39-9

41, 9

98-1

004,

101

9-10

21

Hol

t (9

a) p

p. 1

31-1

44

(9f)

pp. 9

84-9

89

(9g)

pp.

991

-996

(9

i) pp

. 103

8-10

40

Pre

nti

ce H

all

(9a)

pp.

943

-950

, 956

-963

, 978

-989

(9

f) pp

. 92

0-92

2, 9

40-9

41

(9g)

pp.

932

, 985

-987

,991

, 932

, 105

1 (9

i) pp

. 929

-935

, 939

-941

, 998

-100

4 .

5-36

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 3

- M

atri

x St

and

ard

Gro

up

2 E

lect

roch

emic

al C

omm

un

icat

ion

an

d R

esp

onse

9.

b. S

tude

nts k

now

how

the

nerv

ous s

yste

m m

ediat

es c

omm

unic

atio

n be

twee

n di

ffer

ent p

arts

of t

he b

ody

and

the

body

’s in

tera

ctio

ns w

ith th

e en

viro

nmen

t. 9.

d. S

tude

nts k

now

the

func

tions

of t

he n

ervo

us sy

stem

and

the

role

of n

euro

ns in

tran

smitt

ing

elec

troch

emic

al im

pulse

s. 9.

e. St

uden

ts k

now

the

role

s of s

enso

ry n

euro

ns, i

nter

neur

ons,

and

mot

or n

euro

ns in

sens

atio

n, th

ough

t, an

d re

spon

se.

9.h.

* St

uden

ts k

now

the

cellu

lar a

nd m

olec

ular

bas

is of

mus

cle

cont

ract

ion,

incl

udin

g th

e ro

le o

f act

in, m

yosin

. Ca+

2, a

nd A

TP

Stan

dar

d G

rou

p 2

Key

Con

cep

t –

Ele

ctro

chem

ical

Com

mu

nic

atio

n a

nd

Res

pon

se

A

nal

yzed

Sta

nd

ard

s 9b

, 9d

, 9e,

9h

In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

s an

d N

otes

9b •

Cate

goriz

e th

e se

nse

orga

ns, i

dent

ify o

ther

bo

dy re

cept

ors t

hat m

ake

them

aw

are

of

thei

r env

ironm

ent,

and

see

way

s in

whi

ch

the

body

refle

xive

ly re

spon

ds to

an

exte

rnal

stim

ulus

thro

ugh

a re

flex

arc.

• E

xplai

n ho

w th

e ne

rvou

s sys

tem

inte

ract

s w

ith e

ndoc

rine

glan

ds in

clud

ing

the

pitu

itary

and

hyp

otha

lamus

in re

gulat

ion

and

prod

uctio

n of

hor

mon

es.

9d •

Exp

lain

how

an

actio

n po

tent

ial is

ge

nera

ted

and

trans

mitt

ed w

ithin

the

neur

on u

sing

the

sodi

um p

otas

sium

pum

p.

• D

escr

ibe

how

neu

rotra

nsm

itter

s fac

ilita

te

com

mun

icat

ion

betw

een

neur

ons.

9e •

Diag

ram

a re

flex

arc,

and

expl

ain th

e ev

ents

th

at o

ccur

dur

ing

impu

lse tr

ansm

issio

n w

ith re

latio

n to

sens

ory,

inte

r and

mot

or

neur

ons.

9h

•

A sk

etch

of t

he sa

rcom

ere

can

be u

sed

to

indi

cate

the

func

tions

of t

he a

ctin

and

m

yosin

filam

ents

and

the

role

of c

alciu

m

ions

and

ATP

in m

uscl

e co

ntra

ctio

ns.

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

W

hat i

s the

Eff

ect o

f Sm

ell o

n Ta

ste?

(9b)

pp.

233

-236

H

olt

Scie

nce

Bio

logy

Vid

oe L

ab M

anu

al

Calc

ulat

ion

Reac

tion

Tim

es (9

b) p

p. 1

65-1

67

Hol

t B

ioSo

urc

es L

ab P

rog

ram

Qu

ick,

Dat

a, a

nd

Mat

h L

abs

Ana

lyzi

ng C

hang

e D

urin

g a

Ner

ve Im

pulse

(9d)

pp.

285

-286

P

ren

tice

Hal

l Lab

Man

ual

s (A

an

d B

) A

-Obs

ervi

ng N

ervo

us R

espo

nses

(9d

& 9

e) p

p. 2

49-2

53

Sup

ple

men

tal A

ctiv

itie

s/R

esou

rces

R

efle

x ar

c ac

tivity

Fos

s Hum

an B

rain

and

Sens

es In

vest

igat

ion

8: S

endi

ng A

M

essa

ge a

nd

http

://e

duc.q

ueen

su.ca

/~sc

ienc

e/m

ain/c

once

pt/b

iol/

b06/

B06L

ACW

1.ht

m

(9e)

R

uler

dro

p ht

tp:/

/fac

ulty

.was

hing

ton.

edu/

chud

ler/

bex/

4rt1

.pdf

(9b)

M

uscl

e ht

tp:/

/use

rs.rc

n.co

m/j

kim

ball.

ma.u

ltran

et/B

iolo

gyPa

ges/

M/M

uscl

es.h

tm (

9d,

9h)

Tex

tboo

k R

efer

ence

s G

len

coe

(9b)

pp.

944

-955

, 967

-969

(9

d) p

p. 9

43-9

48, 9

50-9

55, 9

67-9

69

(9e)

pp.

943

, 948

-950

, 968

-969

5-37

An

alyz

ed S

tan

dar

ds

9b, 9

d, 9

e, 9

h

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

ons

and

Not

es

(9h)

pp.

907

-909

, 914

-915

H

olt

(9b)

pp.

103

5-10

37, 1

050,

105

4-10

55

(9d)

pp.

100

5-10

09

(9e)

pp.

101

0-10

15

(9h)

pp.

918

-920

P

ren

tice

Hal

l (9

b) p

p. 8

91-8

96, 9

01-9

04

(9d)

pp.

891

-896

, 897

-900

(9

e) p

p. 9

01-9

04

(9h)

pp.

917

-918

5-38

LA

USD

- H

igh

Sch

ool I

nst

ruct

ion

al G

uid

e B

iolo

gy

Inst

ruct

ion

al C

omp

onen

t 3

- M

atri

x St

and

ard

Gro

up

3 F

eed

bac

k M

ech

anis

m

9.c.

Stud

ents

kno

w h

ow fe

edba

ck lo

ops i

n th

e ne

rvou

s and

end

ocrin

e sy

stem

s reg

ulat

e co

nditi

ons i

n th

e bo

dy.

9.i.*

Stu

dent

s kno

w h

ow h

orm

ones

(inc

ludi

ng d

iges

tive,

repr

oduc

tive,

osm

oreg

ulat

ory)

pro

vide

inte

rnal

feed

back

mec

hani

sms f

or h

omeo

stas

is at

the

cellu

lar le

vel a

nd in

who

le

orga

nism

s. St

and

ard

Set

3 K

ey C

once

pts

– F

eed

bac

k M

ech

anis

m

An

alyz

ed S

tan

dar

ds

9c, 9

i In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

9c •

Trac

e th

e pa

th o

f hor

mon

es fr

om th

eir

poin

t of o

rigin

to th

eir t

arge

t site

. 9i

•

Trac

e th

e pa

th o

f hor

mon

es fr

om th

eir

poin

t of o

rigin

to th

eir t

arge

t site

.

Tex

t A

ctiv

itie

s H

olt

Bio

Sou

rces

Lab

Pro

gra

m-S

kills

Pra

ctic

e L

ab T

ED

Le

ptin

and

End

ocrin

e Sy

stem

(9c)

pp.

197

-200

H

olt

Bio

Sou

rces

Lab

Pro

gra

m-Q

uic

k D

ata

and

Mat

h L

abs

TE

D

Ana

lyzi

ng B

lood

-Glu

cose

Reg

ulat

ion

(9c)

pp.

292

-293

H

olt

Bio

Sou

rces

Qu

ick

Dat

a an

d M

ath

Lab

Man

ual

A

naly

zing

Hor

mon

e Se

cret

ions

(9i)

pp. 2

94-2

95

Pre

nti

ce H

all L

ab M

anu

als

(A a

nd

B)

A-C

ompa

ring

Ova

ries a

nd T

este

s (9i

) pp.

273

-278

Su

pp

lem

enta

l Act

ivit

ies/

Res

ourc

es

H

omeo

stas

is/Fe

edba

ck lo

ops

http

://w

ww

.bio

logy

mad

.com

/mas

ter.h

tml?h

ttp:/

/ww

w.b

iolo

gym

ad.co

m/H

omeo

stas

is/H

omeo

stas

is.ht

m (9

b)

Gle

nco

e (9

c) p

p. 9

29-9

35, 9

39-9

41, 9

46-9

50, 9

67-9

69, 1

019-

1021

(9

i) pp

. 929

-935

, 939

-941

, 998

-100

4, 1

019-

1021

H

olt

(9c)

pp.

100

5-10

19

(9i)

pp. 1

039-

1040

P

ren

tice

Hal

l (9

c) p

p. 8

91-8

96, 9

97-1

008

(9i)

pp. 9

29-9

35, 9

39-9

41, 9

98-1

004

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USD

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igh

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omp

onen

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- M

atri

x St

and

ard

Gro

up

4 I

nfe

ctio

n/

Imm

un

ity

10.a.

Stu

dent

s kno

w th

e ro

le o

f the

skin

in p

rovi

ding

non

spec

ific

defe

nses

aga

inst

infe

ctio

n.

10.b

. Stu

dent

s kno

w th

e ro

le o

f ant

ibod

ies i

n th

e bo

dy’s

resp

onse

to in

fect

ion.

10

.c. S

tude

nts k

now

how

vac

cinat

ion

prot

ects

an

indi

vidu

al fr

om in

fect

ious

dise

ases

. 10

.d. S

tude

nts

know

ther

e ar

e im

porta

nt d

iffer

ence

s be

twee

n ba

cter

ia an

d vi

ruse

s w

ith r

espe

ct to

thei

r re

quire

men

ts f

or g

row

th a

nd r

eplic

atio

n, th

e bo

dy’s

prim

ary

defe

nses

ag

ainst

bac

teria

l and

vira

l inf

ectio

ns, a

nd e

ffec

tive

treat

men

ts o

f the

se in

fect

ions

. 10

.e. S

tude

nts

know

why

an

indi

vidu

al w

ith a

com

prom

ised

imm

une

syst

em (

for

exam

ple,

a pe

rson

with

AID

S) m

ay b

e un

able

to

fight

off

and

sur

vive

inf

ectio

ns b

y m

icro

orga

nism

s tha

t are

usu

ally

beni

gn.

10.f.

* St

uden

ts k

now

the

role

s of p

hago

cyte

s, B-

lym

phoc

ytes

, and

T-ly

mph

ocyt

es in

the

imm

une

syst

em.

Stan

dar

d G

rou

p 4

Key

Con

cep

t –

Infe

ctio

n/

Imm

un

ity

A

nal

yzed

Sta

nd

ard

s 10

a, 1

0b, 1

0c, 1

0d, 1

0e, 1

0f

Inst

ruct

ion

al R

esou

rces

C

onn

ecti

ons

and

Not

es

10a •

Exp

lain

how

the

skin

act

s as a

phy

sical

barr

ier a

gain

st h

arm

ful m

icro

orga

nism

s and

ca

n be

com

prom

ised

by c

uts a

nd a

bras

ions

. 10

b •

Exp

lain

how

ant

ibod

ies a

re re

lated

to

antig

ens.

10c •

Sum

mar

ize

how

vac

cina

tion

prot

ects

pe

ople

from

infe

ctio

us d

iseas

es.

• Id

entif

y tw

o ty

pica

l vac

cine

con

stru

cts (

e.g.

wea

kene

d or

kill

ed p

atho

gen,

pur

ified

pr

otei

n).

• Re

view

hist

ory

of v

acci

ne u

se a

nd

deve

lopm

ent.

10

d •

Com

pare

bac

teria

and

viru

ses a

s rel

ated

to

requ

irem

ents

for g

row

th a

nd re

plic

atio

n.

• A

naly

ze d

efen

ses a

gain

st b

acte

rial a

nd v

iral

infe

ctio

ns.

• Pr

edic

t tre

atm

ents

for d

iffer

ent t

ypes

of

infe

ctio

ns (e

.g. u

ses o

f ant

ibio

tics)

.

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

V

iral R

eplic

atio

n (1

0d) p

p. 1

09-1

12

How

Do

Ant

imic

robi

al Su

bsta

nces

Aff

ect B

acte

ria? (

10d)

pp.

249

-252

W

here

Can

Mic

robe

s Be

Foun

d? (1

0d) p

p. 2

53-2

56

Hol

t B

ioSo

urc

es L

ab P

rog

ram

-Qu

ick,

Dat

a an

d M

ath

Lab

s T

ED

Ca

lcul

atin

g Co

ntag

ion

(10b

) pp.

273

-275

Si

mul

atin

g A

ntig

en A

ctiv

ity (1

0b) p

p. 2

76-2

77

Mod

elin

g V

iruse

s (10

d) p

p. 1

27-1

29

Pre

nti

ce H

all L

ab M

anu

als

(A a

nd

B)

B-Co

nstru

ctin

g M

odel

s of A

ntib

odie

s (10

b) p

p. 2

53-2

56

A-C

ontro

lling

Bac

teria

Gro

wth

(10d

) pp.

153

-159

A

-Det

ectin

g V

iruse

s (10

d) p

p. 2

79-2

86

Sup

ple

men

tal A

ctiv

itie

s/R

esou

rces

A

IDS

simul

atio

n ac

tivity

ht

tp:/

/ww

w.w

orld

visio

n.co

m.au

/res

ourc

es/c

onfe

renc

e/fil

es/H

IV_A

IDS_

wil

dfire

_gam

e.pdf

and

http

://w

ww

-roh

an.sd

su.ed

u/~

sepa

/HIV

Aid

sLab

.htm

(1

0e)

Ant

ibio

tic/B

acte

ria la

b (tr

eatm

ent)

http

://w

ww

.bio

.upe

nn.ed

u/m

edia/

pdf/

peop

le/f

acul

ty/w

aldro

n/w

aldro

n.an

ti

Conn

ectio

n: W

hile

disc

ussin

g H

IV (1

0e)

stud

ents

cou

ld e

ngag

e in

seve

ral E

LA le

sson

s in

clud

ing:

O

rgani

zatio

n an

d D

eliver

y of O

ral C

ommu

nica

tion

1.3

Choo

se lo

gica

l pat

tern

s of o

rgan

izat

ion

(e.g

., ch

rono

logi

cal,

topi

cal,

caus

e an

d ef

fect

) to

in

form

and

to p

ersu

ade,

by so

liciti

ng

agre

emen

t or a

ctio

n, o

r to

unite

aud

ienc

es

behi

nd a

co

mm

on b

elie

f or c

ause

. 1.

4 Ch

oose

app

ropr

iate

tech

niqu

es fo

r de

velo

ping

the

intro

duct

ion

and

conc

lusio

n (e

.g.,

by

usin

g lit

erar

y qu

otat

ions

, ane

cdot

es,

refe

renc

es to

aut

horit

ativ

e so

urce

s).

5-40

An

alyz

ed S

tan

dar

ds

10a,

10b

, 10c

, 10d

, 10e

, 10f

In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

s an

d N

otes

• Cl

assif

y di

seas

es b

ased

on

type

of

path

ogen

. 10

e •

Exp

lain

how

an

indi

vidu

al w

ith a

co

mpr

omise

d im

mun

e sy

stem

may

be

mor

e su

scep

tible

to in

fect

ion.

10

f •

Dist

ingu

ish b

etw

een

the

two

type

s of

lym

phoc

ytes

and

com

pare

thei

r fun

ctio

ns.

biot

ics.p

df (1

0d)

Viru

ses a

nd b

acte

ria h

ttp:/

/ww

w.ce

llsali

ve.co

m/p

hage

.htm

(10d

) V

acci

nes h

ttp:/

/sch

ool.d

iscov

ery.c

om/l

esso

nplan

s/pr

ogra

ms/

vacc

inat

ions

/ (1

0c)

Ope

ratio

n A

ntib

ody

http

://s

choo

l.disc

over

y.com

/les

sonp

lans/

prog

ram

s/op

erat

iona

ntib

ody/

(1

0b)

The

Imm

une

Syst

em U

nit

http

://w

ww

.aai.o

rg/c

omm

ittee

s/ed

ucat

ion/

defe

nsiv

e.pdf

(10

a, f)

Writ

e an

ess

ay su

ppor

ting

or o

ppos

ing

vacc

inat

ion

for c

hild

ren

usin

g ar

ticle

s fr

om in

tern

et.

Pro-

h

ttp

://

ww

w.f

da.

gov/

oc/

opac

om/

kid

s/h

tml/

vacc

ines

.htm

or c

on-

htt

p:/

/w

ww

.geo

citi

es.c

om/

Hea

rtla

nd

/81

48/

vac.

htm

l#lin

ks (1

0c)

Tex

tboo

k R

efer

ence

s G

len

coe

(10a

) pp.

897

, 913

, 103

1 (1

0b) p

p. 1

037-

1038

, 104

5-10

47

(10c

) pp.

103

9-10

40, 1

046-

1047

(1

0d) p

p. 4

76-4

81, 4

83, 4

89-4

93, 4

95-5

01, 1

029-

1030

, 10

37-1

041,

104

5 (1

0e) p

p. 1

040-

1041

(1

0f) p

p. 1

032-

1034

, 103

6-10

38, 1

041,

104

6-10

47

Hol

t (1

0a) p

p. 9

56-9

77

(10b

) pp.

962

-967

(1

0c) p

p. 4

92, 9

66-9

67, 9

72

(10d

) pp.

483

-491

(1

0e) p

p. 9

70-9

72

(10f

) pp.

937

, 959

-961

P

ren

tice

Hal

l (1

0a) p

p. 1

034-

1040

(1

0b) p

p. 1

036-

1040

(1

0c) p

p. 1

039-

1040

(1

0d) p

p. 4

71-4

87

(10e

) pp.

104

1-10

44

(10f

) pp.

103

2-10

34, 1

036-

1038

, 104

1, 1

046-

1047

5-41

L

AU

SD -

Hig

h S

choo

l In

stru

ctio

nal

Gu

ide

Bio

logy

In

stru

ctio

nal

Com

pon

ent

3 -

Mat

rix

Stan

dar

d G

rou

p 5

Eco

logy

6.

a. St

uden

ts k

now

bio

dive

rsity

is th

e su

n to

tal o

f diff

eren

t kin

ds o

f org

anism

s and

is a

ffec

ted

by a

ltera

tions

of h

abita

ts.

6.b.

Stu

dent

s kno

w h

ow to

ana

lyze

cha

nges

in a

n ec

osys

tem

resu

lting

from

cha

nges

in c

limat

e, hu

man

act

ivity

, int

rodu

ctio

n of

non

nativ

e sp

ecie

s, or

cha

nges

in p

opul

atio

n siz

e. 6.

c. St

uden

ts k

now

how

fluc

tuat

ions

in p

opul

atio

n siz

e in

an

ecos

yste

m a

re d

eter

min

ed b

y th

e re

lativ

e ra

tes o

f birt

h, im

mig

ratio

n, e

mig

ratio

n, a

nd d

eath

. 6.

d. S

tude

nts

know

how

wat

er, c

arbo

n, a

nd n

itrog

en c

ycle

bet

wee

n ab

iotic

reso

urce

s an

d or

gani

c m

atte

r in

the

ecos

yste

m a

nd h

ow o

xyge

n cy

cles

thro

ugh

phot

osyn

thes

is an

d re

spira

tion.

6.

e. St

uden

ts k

now

a v

ital p

art o

f an

ecos

yste

m is

the

stab

ility

of i

ts p

rodu

cers

and

dec

ompo

sers

. 6.

f. St

uden

ts k

now

at e

ach

link

in a

food

web

som

e en

ergy

is st

ored

in n

ewly

mad

e st

ruct

ures

but

muc

h en

ergy

is d

issip

ated

into

the

envi

ronm

ent a

s hea

t. Th

is di

ssip

atio

n m

ay

be re

pres

ente

d in

an

ener

gy p

yram

id

Stan

dar

d G

rou

p 5

Key

Con

cep

t –

Eco

logy

An

alyz

ed S

tan

dar

ds

6a, 6

b, 6

c, 6

d, 6

e, 6

f In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

6a •

Und

erst

and

that

the

mor

e bi

odiv

ersit

y in

an

eco

syst

em th

e gr

eate

r its

stab

ility

and

re

silie

ncy.

• Pr

edic

t the

eff

ects

of d

ecre

asin

g bi

odiv

ersit

y in

eco

syst

em.

6b

•

Parti

cipa

te in

long

itudi

nal a

nalys

is of

se

vera

l eco

syst

ems.

•

Exp

lain

how

cha

nges

in e

cosy

stem

s can

m

anife

st th

emse

lves

in p

redi

ctab

le p

atte

rns

of c

limat

e, se

ason

al re

prod

uctiv

e cy

cles

, po

pulat

ion

cycl

es, a

nd m

igra

tions

. •

Prov

ide

exam

ples

of h

ow h

uman

in

terv

entio

n or

the

intro

duct

ion

of n

ew

spec

ies m

ay c

hang

e th

e ba

lance

of a

n ec

osys

tem

. 6c

•

Pred

ict f

luct

uatio

n in

the

size

of a

po

pulat

ion

by m

easu

ring

fact

ors i

nclu

ding

bi

rth, d

eath

, and

mig

ratio

n pa

ttern

s.

Tex

t A

ctiv

itie

s G

len

coe

Lab

Man

ual

H

ow D

oes D

eter

gent

Aff

ect S

eed

Ger

min

atio

n? (6

a) p

p. 2

3-26

H

ow D

oes t

he E

nviro

nmen

t Affe

ct a

n E

agle

Pop

ulat

ion?

(6b)

pp.

15-

18

The

Less

on o

f the

Kaib

ab (6

c) p

p. 1

9-22

W

hat O

rgan

isms M

ake

Up

a M

icroc

omm

unity

? (6e

) pp.

11-

14

Hol

t B

ioso

urc

es S

kills

Pra

ctic

e L

ab T

each

er E

dit

ion

D

eter

min

ing

Gro

wth

Rat

e (6

c) p

p. 4

9-58

A

sses

sing

Abi

otic

Fact

ors i

n th

e E

nviro

nmen

t (6d

) pp.

69-

78

Exa

min

ing

Ow

l Pel

lets

(6f)

pp. 5

9-68

H

olt

Bio

sou

rces

In

qu

iry

and

Exp

lora

tion

Lab

s T

each

er E

dit

ion

H

ow P

ollu

tant

s Aff

ect A

Lak

e (6

b) p

p. 6

7-74

E

ffec

ts o

f Aci

d Pr

ecip

itatio

n (6

b) p

p. 7

5-82

H

olt

Bio

sou

rces

Lab

Pro

gram

Qu

ick,

Dat

a an

d M

ath

Lab

s T

each

er E

dit

ion

E

valu

atin

g Bi

odiv

ersit

y (6

a) p

p. 1

01-1

02

Mod

elin

g th

e G

reen

hous

e E

ffec

t (6b

) pp.

120

-121

M

akin

g A

Foo

d W

eb (6

f) pp

. 103

-106

Pr

edic

ting

How

Pre

datio

n W

ould

Aff

ect A

Plan

t Spe

cies

(6f)

pp. 1

09-1

11

Co

nnec

tion:

Whe

n an

alyzi

ng c

hang

es in

po

pulat

ion

(6c)

stud

ents

can

gra

ph a

line

ar

equa

tion

and

expo

nent

ial fu

nctio

ns (a

lgeb

ra

6.0

and

I&E

1e)

Co

nnec

tion:

Stu

dent

s gra

ph v

ariab

les i

n Bi

olog

y su

ch a

s num

ber o

f new

spec

ies

ente

ring

an a

rea,

birth

s, de

ath

for t

he

diff

eren

t zon

es in

the

tide

pool

s (alg

ebra

15

.0 a

nd B

io 6

c).

Conn

ectio

n: W

hen

lear

ning

abo

ut tr

ophi

c le

vels

(6f),

stud

ents

lear

n th

at e

ach

leve

l ab

ove

it is

a po

wer

of 1

0 le

ss b

ecau

se 9

0%

of th

e en

ergy

is d

issip

ated

as h

eat.

Usin

g th

at p

rinci

ple,

stud

ents

can

take

any

fu

nctio

n an

d es

tabl

ish if

the

ecos

yste

m is

su

stain

able

or n

ot (a

lgeb

ra 1

8.0)

.

Conn

ectio

n: W

hile

stud

ying

eco

syst

ems

(6b)

stud

ents

cou

ld u

se p

robe

s to

mea

sure

5-42

An

alyz

ed S

tan

dar

ds

6a, 6

b, 6

c, 6

d, 6

e, 6

f In

stru

ctio

nal

Res

ourc

es

Con

nec

tion

an

d N

otes

• Sh

ow e

xam

ples

of i

ncre

asin

g, d

ecre

asin

g or

zer

o po

pulat

ion

grow

th.

6d •

Diff

eren

tiate

bet

wee

n bi

otic

and

abi

otic

fa

ctor

s in

the

envi

ronm

ent.

•

Inte

rpre

t the

flow

of n

utrie

nts s

uch

as

wat

er, c

arbo

n, o

xyge

n, n

itrog

en, a

nd

phos

phor

us th

roug

h bi

ogeo

chem

ical

cycl

es.

6e

•

Hyp

othe

size

how

a d

istur

banc

e in

the

prod

ucer

or d

ecom

pose

r pop

ulat

ion

wou

ld

affe

ct th

e st

abili

ty o

f an

ecos

yste

m.

(Stu

dent

s cou

ld b

uild

a d

ecom

posit

ion

colu

mn)

. 6f

•

Sum

mar

ize

the

ener

gy lo

ss in

a fo

od c

hain

. St

uden

ts c

an sh

ow h

ow o

nly

10%

on

aver

age

of a

vaila

ble

ener

gy is

pas

sed

on to

th

e ne

xt tr

ophi

c le

vel.

6g

•

Dist

ingu

ish b

etw

een

gene

tic a

dapt

atio

n an

d no

n-ge

netic

acc

omm

odat

ion

as re

lated

to

beh

avio

r, st

ruct

ure

and

met

abol

ism

(usin

g pr

int a

nd o

nlin

e re

sour

ces)

.

Hol

t Sc

ien

ce B

iolo

gy V

ideo

Lab

s L

ab M

anu

al w

ith

An

swer

Key

O

bser

ving

the

Eff

ects

of A

cid

Rain

on

Seed

s (6b

) pp.

1-4

St

udyi

ng P

opul

atio

n G

row

th (6

c) p

p. 7

5-78

M

odel

ing

Eco

syst

em C

hang

e O

ver T

ime

(6e,

f) pp

. 69-

70 H

olt

Bio

Sou

rces

Qu

ick

Dat

a an

d M

ath

Lab

Man

ual

A

naly

zing

Hor

mon

e Se

cret

ions

(9i)

pp. 2

94-2

95

Pre

nti

ce H

all L

ab M

anu

als

(A a

nd

B)

A-O

bser

ving

the

Eff

ect o

f Bac

teria

on

Bean

Plan

t Gro

wth

(6b)

pp.

69-

72

A-I

nves

tigat

ing

Air

and

Wat

er P

ollu

tion

(6b)

pp.

79-

83

A-S

ampl

ing

a Pl

ant C

omm

unity

(6c)

pp.

73-

78

A-I

nves

tigat

ing

Chem

ical

Cycl

es in

the

Bios

pher

e (6

d) p

p. 6

5-68

B-

Obs

ervi

ng D

ecom

posit

ion

(6e)

pp.

77-

80

Sup

ple

men

tal A

ctiv

itie

s/R

esou

rces

D

ecom

posit

ion

Colu

mn

http

://w

ww

.bot

tlebi

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Biology Performance Task #1

Standards Group Assessed: Instructional Component 1—Standards Sets 1, 2, 3 Specific Standard(s) Assessed: 1a, 1c, 1d, 1e, 1f, 1g, 1i, 1j* Directions to the Student: The Task: Cell City Congratulations! You have just won the contract to design a new city! As head architect for your firm, you have the responsibility to design, build a model of, and describe the “City of Tomorrow”. In the proposal you promised to apply your knowledge of Cellular Biology in your design. Your proposal included the following items: a. Inspired by the cell membrane, the City of Tomorrow will have a similar structure with

similar functions.

b. The City of Tomorrow will function with ease thanks to structures similar to enzymes.

c. The City of Tomorrow will be much more sophisticated then the Prokaryotic and Virus City of Yesterday.

d. The City of Tomorrow will have an efficient flow of information similar to that found in the central dogma.

e. The City of Tomorrow will have structures that carryout the same functions found in the ER and Golgi.

f. The City of Tomorrow will have a efficient method of capturing energy from the sun.

g. The City of Tomorrow will have a structure that is able to process raw material into usable energy.

h. The City of Tomorrow will be made of four major materials that are made from simple pieces.

Your task now is to make these promises into a design, model and descriptive report. In order not to lose the contract, your description must have structures that are analogous to the cell membrane, enzymes, nucleus, ER, Golgi, chloroplast, mitochondria, and the 4 major organic macromolecules. Your report must include a description of how your structures are analogous to the structures in the Cell. In addition, you must discuss the manner in which information flows in your city that is analogous to the events in the central dogma. You must explain how your city is different then Prokaryotic and Viral City. Finally you must show evidence of comprehension of osmosis by describing how water enters the city.

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Clear Expectations for Performance:

4 Report demonstrates an analysis of the function of the cell membrane, enzymes, E.R., golgi apparatus, chloroplast, and mitochondria. Able to apply knowledge of central dogma, and osmosis. Shows evidence of understanding of differences between eukaryotic cells, prokaryotic cells, and viruses. Report is typed or neat. Minimal grammar and spelling errors. Design is drawn neatly with all structures labeled. Model is creative and original.

3 Report demonstrates an understanding of the function of the cell membrane, enzymes, E.R., golgi apparatus, chloroplast, and mitochondria. Not able to apply knowledge of central dogma, and osmosis. Missing some evidence of understanding of differences between eukaryotic cells, prokaryotic cells, and viruses. Report is not typed or not so neat. Minimal grammar and spelling errors. Design is drawn neatly with all structures labeled. Model lacks creativity.

2 Report missing an understanding of the function of two or more of either; the cell membrane, enzymes, E.R., golgi apparatus, chloroplast, and mitochondria. Missing any mention of central dogma, and osmosis. Shows evidence of understanding of differences between eukaryotic cells, prokaryotic cells, and viruses. Report is messy. Many grammatical and spelling errors. Messy design and missing model.

1 Report does not demonstrate any understanding of processes occurring within cell. Report is messy with lack of attention to grammar or spelling. Missing design and/or model.

Student Evaluation

• Student Reflection on the Task and Product: o Students apply rubric to their own work o Group reporter monitors group activities and individual participation on an ongoing

basis Instructional Scaffolding—recommended activities and performance tasks:

• Comparison of prokaryotic vs. eukaryotic cells • Analyze structural differences between viruses and cells • Gather research and information from other sources on organelle function, etc. • Microscope investigations • Dialysis lab/Organic molecule tests • Application of genetic coding rules • Photosynthesis/respiration labs

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Biology Performance Task #2

Standards Group Assessed: Instructional Component 1B -- Standard Set 4, 5 Specific Standard(s) Assessed: 4a, 4b, 4c, 4d, 4e, 5a, 5b, 5c The Task: Children’s Story Book Directions to the Student:

Your assignment is to put together a storybook that explains the details of how DNA, a set of instructions, specify the sequence of amino acids in proteins of that organism and how it can be changed through genetic engineering. You are a molecular biologist teaching at a prestigious University and a huge publishing company has found that you are one of the best teachers and they want you break down the information for our children.

Your storybook needs to explain the following phenomenon:

a) Describe the general structures and functions of DNA, RNA, and protein. b) show how base-pairing rules explain accurate copying of DNA during semi-conservative

replication c) show how base-pairing rules explain transcription of information from DNA into

mRNA. d) the general pathway by which ribosomes make proteins, using tRNA’s to translate

genetic information in mRNA. e) show how the genetic coding rules predict the sequence (order) of amino acids from a

sequence of codons in mRNA. f) Explain how mutations in the DNA sequence of a gene may or may not affect the gene

expression, or the sequence of amino acids in an encoded protein. g) Specialization of cells in multicellular organisms is usually due to different patterns of

gene expression rather than to differences of the gene themselves. h) Proteins can differ from one another in the number and sequence of amino acids. i) How genetic engineering (biotechnology) is used to produce new biomedical and

agricultural products.

In order to do the assignment well you should take the following steps:

1. Add a “Test your Knowledge” section: For example, you might want to ask them to transcribe mRNA from DNA and then ask them to translate it to a protein.

2. Add a section on the ethical question: 3. Put together a blank booklet from the construction paper provided by the teacher. (You may

also use your own materials if you wish.) 4. On a blank sheet of paper, write a plan for how you will put your storybook together. You

should write down all the page numbers and write what diagrams you will put on those pages, and what you will write on each page. You should arrange the diagrams in order that will help

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you explain a) to i). Don’t forget to include pages for your title, your dedication, your introduction and a summary.

5. Glue the diagrams into the book where you want them. Remember to leave room to write your story on gene expression. Write your story on the pages you left blank. This story must explain a) to i) in detail, and must use the pictures to explain what happens in DNA replication, gene expression, and genetic engineering. For example, you might write, “The diagram on the left show that…”.

Clear Expectations for Performance:

Your book needs to include:

• A decorated cover with Title ,Author, Class, Period, Date; • A Dedication Page; • Diagrams are included and explained; • Labels on all of the diagrams; • An original story that uses diagrams to explain a) to i) using at least the following vocabulary terms:

DNA RNA DNA Replication Base pairing rules Semi-Conservative Replication

tRNA mRNA Ribosome Nucleus Cytoplasm Codon Nucleotide Base Adenine Guanine Cytosine Uracil Thymine Deoxyribose sugar Hydrogen Bonds Ribose sugar Transcription Translation Phosphate Group Double Helix Complementary base pair

Genetic engineering

Restriction enzyme Sticky end Recombinant DNA

Plasmid Gene expression Protein Genetic code rule Amino acid Mutation genes Specialized cell Novel biomedical

products (insulin) Novel agricultural products

Cloning *A paragraph at the end summarizing your entire story. It should be a short review of your story and include a nice conclusion.

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CATEGORY 4 3 2 1

Writing Process Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.

Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.

Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.

Student devotes little time and effort to the writing process. Doesn't seem to care.

Neatness The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.

The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.

The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.

The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.

Focus on Assigned Topic

The entire story is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Organization The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.

The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.

The story is a little hard to follow. The transitions are sometimes not clear.

Ideas and scenes seem to be randomly arranged.

Accuracy of Facts All facts presented in the story are accurate.

Almost all facts presented in the story are accurate.

Most facts presented in the story are accurate (at least 70%).

There are several factual errors in the story.

Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Requirements All of the written requirements (dedication, labeled figures, explanation, test your knowledge sec., ethical reflection, summary vocab, etc.) were met.

Almost all (about 90%) the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Many requirements were not met.

Characters The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately.

The main characters are named and described. Most readers would have some idea of what the characters looked like.

The main characters are named. The reader knows very little about the characters.

It is hard to tell who the main characters are.

Title Title is creative, sparks interest and is related to the story and topic.

Title is related to the story and topic.

Title is present, but does not appear to be related to the story and topic.

No title.

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Biology Performance Task #3

Standards Group Assessed: Instructional Component 2A—Standard Sets 1, 2, 3 Specific Standard(s) Assessed: 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b The Task: Genetic Counseling Directions to the Student: You are a physician in the year 2020. A couple expecting a child comes into your office in order to undergo routine prenatal testing which include genetic tests. After conducting preliminary tests, there appears to be genetic information that concerns the future health of the fetus. One area of concern was the fourth chromosome. Below are essential segments of three different genes on chromosome #4 (the spaces represent sections of the chromosome that do not affect these particular traits). Fetal chromosome #4:

...ACCGGCAACGTT.... CCTGAGGATTCA...TCTAGGGAGACC... (site 1) (site 2) (site 3) Site 1 is the portion of a gene which has the potential to cause Huntington's disease. Likewise, site 2 is a portion of the gene which has the potential to cause Marfan’s Syndrome. Site 3 is the portion a gene which has the potential to cause sickle-cell anemia. The hospital lab is out of service, so you will need to analyze the data yourself. To aid you in this process we have included an amino acid dictionary. Be sure to show all of your work so you can reference it when explaining the issues to the parents. Below are the amino acid sequences that correlate to Huntington's, Marfan’s Syndrome, and sickle-cell anemia.

A. Huntington's: tryptophan, proline, alanine, serine. B. Marfan Syndrome: glycine, leucine, leucine, serine. C. Sickle-cell anemia: arginine, serine, leucine, tryptophan

You search through the hospital's electronic library and find the following descriptions:

A. Huntington's Disease -- The incorrect form of a protein which alters normal brain cell activity; adults lose balance and coordination. The quality of life decreases with age. The onset does not usually occur until after age 30, however this disease is fatal.

B. Marfan Syndrome – The elastic tissues in one’s body-- including skin, lungs, and blood vessels-- are supposed and nourished by a strong resilient framework of connective tissue. Marfan syndrome is caused by a defect in the gene that enables the body to produce fibrillin, a protein that helps give connective tissue its electivity and strength.

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C. Sickle-cell anemia-- Mutations in the beta-globin gene cause blood cells to become distorted and take on a sickle shape (A normal blood cell is round, kind of shaped like a donut without the hole cut completely through). When the cells have this distorted shape, they can't travel through the blood vessels easily and get clogged in the narrow passages.

After determining what genetic disorder(s) are present on fetal chromosome #4, you must detail your findings and course of treatment in writing for the parents. This couple has several important questions that they would like answered:

1. What are the results of the genetic tests and what do they mean? 2. What are the typical steps involved in the production of gametes and the human life cycle? 3. How does Meiosis, segregation, and independent relate to the probability of having the disease 4. How do mutations in genes occur? 5. What is the current course of treatment for the genetic disorder(s) that have been identified

during the genetic testing? 6. What is gene therapy and is gene therapy a viable option for their child? 7. How could their child have a genetic disorder if both parents are “healthy?” 8. This couple is thinking about having more children, what are the chances that they will have

another child with the same genetic disorder(s)? 9. The expectant mother is 28 years old and heard from her friends that older women have a higher

risk of having children with Down’s Syndrome. She is wondering if this is true and if she needs to worry about this during this (and future) pregnancies.

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Clear Expectations for Performance:

Topic Advanced Proficient Basic Below Basic

Understanding of The Central Dogma in Genetics (namely, the pathway from DNA to protein through the processes of transcription & translation).

Students illustrate their understanding with a "perfect" transcription & translation of a section of DNA.

Substantial success in transcribing and translating a section of DNA with only minor errors.

Partial and/or incomplete understanding of transcription and translation; a few conceptual errors in transcribing & translating a section of DNA that questions the student's basic foundation in protein synthesis.

Student shows major misunderstanding of how protein synthesis works (as evident in attempt to transcribe and translating section of DNA).

The relationship between protein & traits. The student draws a clear connection between DNA as a blueprint for proteins that dictate how we look; logical and substantiated.

Student illustrates a firm understanding of how genotype dictates phenotype through the protein synthesis by fully explaining the process of gene expression.

Generally reasonable but not totally explicit; student draws connection but omits some minor information.

Arguments are underdeveloped and simple; student does not clearly indicate the depth of his/her understanding.

Student provides no substantial evidence or arguments to support his/her statements/ideas.

Bridging the gap between protein synthesis and genetic engineering. The student shows an understanding of how genetic engineering works.

Student demonstrates understanding of genetic engineering and its moral/societal implications; goes beyond mere explanation.

Student explains the important concepts surrounding genetic engineering but shows minor flaws in reasoning and evidence.

Student demonstrates difficulty in explaining a clear connection between protein synthesis and genetic engineering; inconsistent depth in arguments. Student also does not explain the moral/societal implications of such technology.

Student is generally unable to take adequate logical steps in explaining link between protein synthesis and genetic engineering. Does not go beyond simple definitions.

Understanding that meiosis is a process where random chromosome segregation determines which allele will be in a gamete and that new combinations of alleles may be generated during fertilization.

Student understands processes of meiosis and fertilization; demonstrates how Punnett Squares can be used to predict potential genotypes and phenotypes.

Student explains important concepts but shows some flaws in the mechanics of imp. processes; Punnett Squares demonstration is lacking.

Shows difficulty in explaining mechanisms of meiosis and fertilization. Cannot demonstrate understanding of concepts behind Punnett Squares.

Student is unable to explain meiosis and/or fertilization beyond mere definition. Use of Punnett Squares in explanation is missing.

Critical Thinking Student makes a coherent and compelling argument.

Student’s argument is generally logical but omits some minor evidence.

Student expresses some sound ideas, but the argument is incomplete and insufficient.

Student shows lack of organization and thought through poorly made connections.

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Student Evaluation • Student Reflection on the Task and Product

o Students apply rubric to their own work Instructional Scaffolding:

Task One:

Determining Possible Genetic Diseases Step 1: Figure out the amino acid sequence for each DNA site. Rewrite the sections of DNA in the space provided: ________________________________________________________________________ Transcribe the section of DNA into mRNA in the space provided: ________________________________________________________________________ Translate the mRNA into an amino acid sequence in the space provided: ________________________________________________________________________ Step 2: Circle either have or not have for each genetic disorder. Based on the DNA from site #1, the child will have / not have Huntington’s Disease. Based on the DNA from site #2, the child will have / not have Marfan’s Syndrome. Based on the DNA from site #3, the child will have / not have Sickle-Cell Anemia. Step 3: Writing a paragraph (at least 5 sentences). Based on what you have written for Step 2, write a paragraph that explains what genetic disease(s) are coded for in the child’s DNA. Write paragraph in the space provided.

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Step 4: Determining the current course of treatment. Read one article (see attached) about each of the genetic diseases that the child has. While reading the article, determine what the health risks are that are associated with that disease. Also, determine what the current course of treatment is for that disease. Write all information in the space provided. Step 5: Determine the current course of treatment for each of the diseases that have been identified during the genetic screening. In your explanation, you should detail the health risks associated with each disease.

Task Two: How Did The Genetic Diseases Occur In This Family?

Step 1: Understanding Meiosis

1. Define Inheritance (IN YOUR OWN WORDS):_____________________________________ _________________________________________________________________________________ _________________________________________________________________________________

2. Define Meiosis (IN YOUR OWN WORDS):________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

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3. What type of cell is produced by meiosis? __________________________________________ _________________________________________________________________________________

4. Why is meiosis important when we study genetics? ___________________________________ _________________________________________________________________________________

5. What is independent assortment and how does it affect offspring ________________________

_________________________________________________________________________________

6. What is crossing over and how does it affect offspring? _______________________________ _________________________________________________________________________________

7. What is a recessive allele? _______________________________________________________ _________________________________________________________________________________

8. How can recessive alleles be passed on even though they are not “seen?” __________________

_________________________________________________________________________________

Step 2: Writing a paragraph Take your answers for questions # 1,2,4,5,6,8 (in that order) and form a paragraph that explains the concept of inheritance. Step 3: Understanding Mutations

9. Define mutation (IN YOUR OWN WORDS): ______________________________________ _________________________________________________________________________________

10. What is the difference between a frame shift mutation and a point mutation? _______________

_________________________________________________________________________________

11. . What is the difference between a gametic and a somatic mutation? _____________________

_________________________________________________________________________________

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12. . How can mutations affect the functioning of a cell? ________________________________ _________________________________________________________________________________

13. . Give at least two reasons that explain why mutations, even if they occur, may NOT affect the

functioning of a cell. __________________________________________________________ _________________________________________________________________________________

Step 4: Writing the paragraph. Rewrite the answers to questions # 1, 4 & 5 in the form of a paragraph.

\

Task 3: Is Gene Therapy A Viable Option?

Step 1: Find and read an article about gene therapy. Step 2: Complete the following flow chart that details the basic steps involved in gene therapy. There are five steps; the first and last have been provided.

Step 3: List two potential problems that scientists and/or patients might face when exploring the possibility of gene therapy.

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1. 2. Step 4: In a one paragraph written response, discuss whether you think gene therapy is a good thing for scientists to study.

Step 5: Based on the health issues associated with the child’s genetic disorder(s) AND your answer to Step 4, do you think that gene therapy is a viable option for the child?

1. Decide “yes, gene therapy would help” OR “no, gene therapy would not help.” 2. Come up with three reasons that you found (from either the reading about the child’s

disorder(s) or the reading about gene therapy) that support you answer to the previous question. 3. Write your answer and your three reasons in the form of a paragraph.

Task Four: Planning for Future Children

Step 1: For each of the child’s genetic disorders, determine whether the alleles that cause the disorder are dominant or recessive. Use the space provided.

Choose a letter to represent each type of allele. _____ = recessive _____ = dominant. These alleles code for ________________ disease. _____ = recessive _____ = dominant. These alleles code for ________________ disease. Determine the genotypes and phenotypes that result from each combination of alleles for each disease.

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Step 2: If the parents are “healthy” meaning that they do not exhibit any symptoms of the disease, but they still passed on the traits to their child, would the parents be homozygous or heterozygous for the trait? __________________________________ Step 3: Draw a Punnett Square that demonstrates how the parents passed on the “disorder causing” alleles to their child. NOTE THIS MUST BE DONE FOR EACH OF THE DISEASES THAT THE CHILD HAS!

Step 4: Explain each of the Punnett Squares in Words. Be sure to use correct terminology such as: homozygous, heterozygous, dominant allele, recessive allele. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Step 5: Explain “nondisjunction” (if you do not remember what this term means, refer to your reading on Down’s Syndrome or your notes). ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Step 6: Explain the possible effects of nondisjunction, specifically Down’s Syndrome. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Step 7: The chances of having a child with Down’s Syndrome increases / decreases as a woman ages.

Step 8: Does the mother of the child run a great risk of having a child with Down’s Syndrome? Why or Why not? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Step 9: Rewrite the answers to step 5, step 6, and step 8 in the form of a paragraph.

Task Five: Writing The Final Paper for the Parents

On a separate piece of paper, rewrite the following paragraphs IN ORDER. ⎯ Task One, Step 3 ⎯ Task One, Step 4 ⎯ Task Two, Step 2 ⎯ Task Two, Step 4 ⎯ Task Three, Step 4 ⎯ Task Three, Step 5 ⎯ Task Four, Step 4 ⎯ Step Four, Step 9

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Biology Performance Task #4

Standards Group Assessed: Instructional Component 2B—Standard Sets 4, 5, 6, 7 Specific Standard(s) Assessed: 7a, 7b, 7c, 7d, 8a, 8b, 8c, 8d, 8e The Task: Worble Case Study Directions to the Student: You are a field biologist assigned to study a little known mammal on the Island of Washoo. Your job is to analyze some known data and turn in your report to the Agency of New Species Control. Below is some information that was gathered about worbles. Complete the following assignment. Your report must be as complete as possible to receive your full grant. (Refer to rubric).

Worbles are small mammals that live in the desert and feed on seeds. One important variation found in worbles is the time of day they forage for food-some warbles are nocturnal (active at night) and some warbles are diurnal (active during the day). The primary predators of warbles are owls, which hunt only at night.

1. Do you think nocturnal worbles and diurnal worbles have equal chances of being eaten by owls? Explain your reasoning.

2. Do you think that nocturnal worbles and diurnal worbles produce an equal number of offspring? Explain your reasoning.

3. Which type of worble is more fit? Explain your answer. 4. Over a long period of time, changes can occur in worbles as a result of evolution. Based on the

answers you have given in this case study, what sorts of change do you think could occur in worbles due to evolution?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Some worbles are born without the ability to reproduce. This is due to a genetic disorder caused by the recessive “no Baby” alleles. Why is it that this disorder continues to persist even though the worbles that have the disorder cannot pass on the allele to their offspring? Your analysis needs to include the word heterozygous.

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The “no Baby” allele did not always exist in the gene pool. Explain how this allele most likely first entered the gene pool.

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Most worbles are either light or dark. There are a lot more dark worbles than light ones. If a volcanic eruption covers the ground of white ash, why is it good that there is more than one color of worbles? Describe how the change over time will occur in the worble population.

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

What if a natural disaster caused all worbles to go extinct? Why would the natural disaster probably not kill all living things?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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What if a natural disaster killed all but these four worbles? What affect may this have on the future generations of worbles?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

What if an earthquake split the worbles into two groups? How might geographic isolation lead to speciation?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Analyze the following fossil record by answering the questions in complete sentences:

1. List the kinds of fossils that are found in each rock layer of Site 1(Layer A-G) and Site 2 (Layer V-Z). 2. Discuss whether or not these fossil layers show evidence of biodiversity. Be as descriptive as possible. 3. Discuss whether there is any evidence of mass extinctions. If so, be specific about which layer and which site and

why you think this is true. 4. Do you see new species arising in layers? If so, in which layers and what site?

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5. For site 1 and 2 which layer is the oldest and youngest and how do you know?

SITE 1 SITE 2

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Here are five scenes showing two variations of Worbels, terrestrial (land) and arborial (tree). For each scene you need to write what is happening. Make sure you relate this whole story to Natural Selection. Make sure you note the variation between the two subspecies and describe their phenotypes. This must be colored and all sentences must be complete.

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Clear Expectations for Performance:

4 Responses demonstrate a complete analysis of the role of variation in survival (both within and between species). An analysis of fitness, differences in reproduction rate, natural selection. Complete analysis of the effects of heterozygotic genotype’s role in maintaining unwanted alleles. An understanding of the role of mutation in introducing variation. An analysis of the effects of genetic drift. Analysis of geographic isolation’s role in speciation. Analysis of the fossil evidence with regard to biodiversity, speciation and mass extinction. Neat and accurate, thorough and well thought out.

3 Analysis incomplete on two or less key concepts. Highest cognitive dimension not quite mastered. Analysis is not complete. Final product exhibiting satisfactory grammar, content, format and concepts. Not all vocabulary used accurately. Answers complete, neat and thorough.

2 Final product exhibiting some errors in grammar, content and concepts. Format is incomplete. Demonstrates understanding of major concepts but lacking in evidence of application and analysis.

1 Lacking analysis. Many errors in application tasks. Final product exhibiting numerous errors in grammar, format, content and concepts. Missing some sections completely. Less than neat.

Student Evaluation

• Student Reflection on the Task and Product: o Students apply rubric to their own work

Instructional Scaffolding—recommended activities and performance tasks:

• Natural Selection lab (bird beak activity, colored disk activity, etc.) • Readings on mutations • Punnett Squares • Labs measuring variation • Bottleneck/Genetic Drift simulation

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Biology

Performance Task #5

Adapted from: http://www.accessexcellece.org Faye Gottlieb Cascio South Lakes High School Reston, VA

Standards Group Assessed: Instructional Component 3A—Standard Sets 1, 2, 3, 4 Specific Standard(s) Assessed: 9a, 9b, 9c, 9d, 9e, 10a, 10b, 10c, 10d, 10e The Task: Tour of the Human Body Brochure Directions to the Student:

You have been hired as a travel consultant to design a luxury tour through the Human Body Systems. Before you can collect your fee from the Anatomy Travel Bureau, you must produce a brochure. The owner of the travel bureau has informed you that in order to win the contract you must highlight the trendy spots, the exciting activities, and the imports and exports of the areas. For insurance considerations, you must also discreetly mention any possible dangers or special precautions that tourists might encounter in visiting these systems. Your world body tour should include visits to the following systems: (1) Digestive, (2) Respiratory, (3) Endocrine (4) Immune, (5) Nervous, (6) Excretory, and (7) Circulatory.

• 14 pieces of paper measuring 8.5" X 11" should be used • 7 systems will have 2 sections each, 1 section for the pictures and the other for the explanations. • The key feature is to give an overall sense of the organization and function of each of the 7

systems. You may use figures provided, drawings, computer graphics, photographs of actual organs, pictures from magazines, journals, or books to help in your advertisement of each system. Whenever possible, type all written parts of brochure. Let your imagination run WILD!

Systems Objectives

OBJECTIVES:

1. Describe the function of the immune system. 2. Explain how the skin functions as a defense against disease. 3. Distinguish between a specific and nonspecific response. 4. Describe the actions of B cells and T cells in an immune response.

The Immune System

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5. Describe the relationship between vaccination and immunity. 6. Describe enemies of the immune system such as bacteria and viruses. 7. Describe why someone with AIDS may be unable to fight off infection 8. Explain (diagram) the antigen-antibody reaction.

VOCABULARY TO INCLUDE IN PAMPHLET: Immunology, antigen, antibody, lymphocyte, leukocyte, B-cell, T-cell, macrophage, vaccine, antibiotic, inflammatory response, immune response, histamine, helper T cell, pathogen, killer T cells, bacteria, viruses, HIV, AIDS

OBJECTIVES:

1. Describe the basic structure and function of the nervous system. 2. Describe the structure of a neuron and explain how it operates. (Diagram) 3. List the parts and discuss the function of the Central Nervous System (CNS). Discuss the

structure and control centers of the brain. 4. Describe the Peripheral Nervous System (PNS) and how it communicates information to and

from the brain. 5. Explain how a nerve impulse travels, include the events occurring at the synapse. 6. Explain what occurs during the reflex arc. (Diagram)

VOCABULARY TO USE IN THE PAMPHLET: Central Nervous System, Peripheral Nervous System, neuron, dendrite, cell body, axon, sensory neuron, motor neuron, interneuron, resting potential, action potential, nerve impulse, synapse, axon terminal (synaptic knob), neurotransmitter, stimulus, response, reflex, brain, cerebrum, cerebellum, medulla oblongata, spinal cord

OBJECTIVES:

1. Define excretion. 2. Describe the function of the skin, kidneys, lungs and liver in the excretory process. 3. Describe the structure and function of the kidney and its parts. 4. How is the excretory system related to the circulatory system?

VOCABULARY TO BE INCLUDED IN PAMPHLET excretion, kidney, nephron, ureter, urethra, urine, bladder, aorta, renal artery, renal vein, metabolic wastes, sweat glands

OBJECTIVES:

Nervous System

The Excretory System

Respiratory System

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1. Identify the structure and function of the parts of the respiratory system. 2. Explain how breathing rate is controlled. 3. Describe what happens between the alveoli and the capillaries. 4. Describe the effects of smoking on respiration.

VOCABULARY TO BE INCLUDED IN THE PAMPHLET: alveoli, gas exchange, trachea, bronchi, bronchiole, larynx, lung, oxygen, carbon dioxide, pharynx, inhalation, exhalation, cilia, respiratory control center,

OBJECTIVES:

1. List the functions of the human circulatory system. 2. Trace a drop of blood through the heart from right atrium to the aorta. 3. Locate and label the parts of a heart on a diagram. 4. Compare the blood on the right side of the heart with that on the left side. 5. Describe the components of blood.(red blood cells, white b.c., platelets and plasma) 6. Identify and describe the function of the different types of circulation: pulmonary and systemic

circuits. .

VOCABULARY TO BE INCLUDED IN PAMPHLET aorta, artery, capillary, vein, vena cava, atrium, valve, ventricle, circulatory system, pulmonary circulation, systemic circulation, red blood cells, hemoglobin, white blood cells, platelets, plasma, deoxygenated blood

OBJECTIVES:

1. List the parts of the digestive system and give their functions. 2. Compare mechanical digestion to chemical digestion. 3. Explain the function of the digestive enzymes amylase, protease and lipase. 4. Explain the results of the chemical digestion of carbohydrates, proteins and fats and discuss if

this digestion occurs in the mouth, stomach and/or small intestines. 5. Discuss the importance of the liver and pancreas in digestion. List the substances they produce

and explain their function. 6. Describe the structure of the villi and explain how its function is related to its structure.

VOCABULARY TO BE INCLUDED IN THE PAMPHLET: digestion, salivary gland, esophagus, stomach, pyloric sphincter valve, duodenum, liver, gall bladder, pancreas, small intestines, villi, large intestines, rectum, mucous, feces, alimentary canal, peristalsis, amylase, hydrochloric acid, pepsin, lipase, bile, acid The Endocrine System OBJECTIVES:

Transport: The Circulatory System

The Digestive System

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1. List the major function of the human endocrine system 2. List the major endocrine glands. 3. Name the functions of at least 7 hormones 4. Describe glucose homeostasis 5. Describe negative feedback loops which prevent you from forming a goiter

endocrine system, hormones, endocrine glands, homeostasis, thyroid gland, thyroxine, iodine, goiter, adrenal gland, epinephrine, pancreas, glucagon, insulin, alpha cells, beta cells, glycogen, diabetes, pituitary gland, hypothalamus, growth hormone, negative feedback loop, antidiuretic hormone, prolactin Clear Expectations for Performance: FOUR POINT ASSESSMENT 1= the element described is missing 2= the element is present, but does not meet standard described 3= the element is present and meets standard, but needs some revision or improvement 4= the element is present and meets or exceeds the standard and no revision is recommended Content 70% 1 2 3 4 Information presented is accurate, factual, and relevant to the specific topic 1 2 3 4 Research is in-depth and covers all systems and required topic areas 1 2 3 4 Time, energy, effort, enthusiasm, and group commitment to the project are evident 1 2 3 4 Project shows mastery of structure and function of human systems 1 2 3 4 Interrelationships between systems are clearly depicted and explained Travel Brochure 30% 1 2 3 4 Travel brochure is neat and shows thought and effort 1 2 3 4 Travel brochure clearly illustrates all structures, functions, and risks associated with travel to each system 1 2 3 4 Travel brochure exhibits creativity Student Evaluation

• Student Reflection on the Task and Product: o Students apply rubric to their own work

VOCABULARY TO BE USED IN PAMPHLET

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Biology

Performance Task #6 Standards Group Assessed: Instructional Component 3B—Standard Set 5 Specific Standard(s) Assessed: 6a, 6b, 6c, 6d, 6e, 6f The Task: Eco-Columns Background or Situation: The purpose of this lab is to create simulated ecosystems in an effort to learn about ecosystems in the real world. Directions to the Student: Part 1: Setup of your eco-column Steps 1-3 you should conduct in class with your eco-column group members. Steps 4-6 you should do at home.

1. First identify what you are trying to discover through the creation of your eco-column. Look over the demonstration and assembly diagram to understand each chamber.

2. Decide what background sources of information will you use (which parts of the textbook or what other references).

3. Decide what components to include in each section (which organisms, type of soil, etc.) See the list on the backside of this page for ideas.

4. Write a hypothesis for each of the three habitats: aquatic, decomposition, and terrestrial.

5. Draw a diagram of your eco-column and identify the biotic and abiotic factors present in each habitat.

6. Draw the (potentially connected) food webs you anticipate taking place within your eco-column. Make every effort to identify the species you have added as specifically as possible. If an organism is unidentifiable, include a drawing of it (you may use the stereo microscopes to help with this).

Part 2: Observation and Data Collection Each week you will make observations of your eco-column. Each observation should include:

• The date of your measurement • The number of days your eco-column has been running • pH

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• Temperature • Dissolved oxygen content of the aquatic chamber • Qualitative observations (turbidity, plant growth, decomposition rate, fish status, odor) • Additional measurements as conducted (analysis of NPK content, etc.)

Part 3: Lab Write-up Part of the scientific method involves disseminating what you have learned.

• You will do this in the form of a tab write-up following the guidelines I have given you. • Make sure to keep good records during the investigation so that you are not missing anything

when it comes time to write. IDEAS FOR CHAMBER COMPONENTS:

Terrestrial Chamber: Soil:

• You will probably want a mixture of planter mix and soil. For the soil, consider what types you have available between your group members.

o Do you want dry and rocky? o Sandy? o Soil that has had plants growing in it recently?

Seeds: • Since you have a small growing space, think small in terms of your plants. Fast

growing plants like beans are out. Read the seed packets in the classroom as you think about what to plant. A few seedlings may be available.

Decomposition Chamber Organic Matter:

• Some mix of leaves, grass, planter mix and easily decomposed food such as fruit (no citrus, no peels) should constitute the material in this chamber.

• Consider what fraction you think each of these components should be. Insects:

• You should be able to support a number of insects in your decomposition chamber. Insects like Drosophila (fruit flies) can fly back and forth between the terrestrial and decomposition chambers and help degrade the food.

• What other insects can you think of to include? • Do you want to put them in the terrestrial or decomposition

chamber? Aquatic Chamber: Water:

• Not all water is the same. o Do you want to include fresh tap water? o Old tap water? o Distilled water?

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o Pond water? o What is your reasoning?

Solid material: Choose gravel or sand or a mix to go in the bottom of your aquatic chamber Organisms:

• Fish, snails, and Elodea (water plants) are available to go in your aquatic chamber. • Be especially careful to limit the number of larger organisms in this chamber as you will not

open it to add food. • Add only the number of consumers you think this chamber can support.

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ECO-COLUMN WRITE-UP REQUIREMENTS

The following are more detailed instructions for your eco-column write-up. Except for drawing and labels, your write up should be typed (double spaced). 1. Write a hypothesis for each of the habitats (aquatic, decomposition, terrestrial).

• Your hypothesis should state what you think will happen in each one of these ecosystems. • You should briefly describe why you think this will be the case. • Put in hypothesis section of report.

2. Draw a diagram of your eco-column and identify the biotic and abiotic factors present in each habitat. • Put in procedure section of report. • Your eco-column has a unique structure. Draw a diagram that shows your eco-column and what is in each

section. • You can list the biotic and abiotic factors along the side or in separate paragraphs.

3. Draw the (potentially connected) food webs you anticipate taking place within your eco column. • Make every effort to identify the species you have added as specifically as possible. If an organism is

unidentifiable, still include a drawing of it (you may use a stereo-microscope to help with this). o Put in the hypothesis section of report.

• Draw each organism in a circle. o Give the name if at all possible. Binomial nomenclature is best (most unique) plus common

name. • Identify the role of each organism by putting one of the following letters just beneath the name of the

organism: o P producer o C consumer o D decomposer o S scavenger

• Draw the energy arrows. o These lines should go from the energy source towards the organism that gets that energy. For

example from the sun to algae in the water (if you chose pond water), or from a secondary consumer to a tertiary consumer that eats it.

• Within your food web(s), circle three separate food chains. o For these food chains, label at least two levels of consumers and the overall trophic levels.

4. Write a discussion of your food web. • Within your discussion include the following:

o What are the top level consumers in your eco-column? o What would happen to these consumers if all the primary consumers were to die? o If the secondary consumers in one of your food chains consumed 4,200 kcal, what amount of

energy would you assume was available to the primary consumer? What amount would you speculate will be available to tertiary consumers?

o What would happen if the decomposers were removed? o What do you think is more resilient (i.e. damage resistant), a food web with many species or a

food web with just a few species? Explain your answer fully. If you can think of arguments on both sides, discuss both.

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MORE INFORMATION FOR YOUR ECO-COLUMN WRITE-UP

• Write out an explanation and diagram of your experimental setup. Be sure to identify all of the abiotic and biotic factors in each of your three habitats.

• Make sure to include all your weekly observations as raw data. All such observations should be properly dated. Also, make sure to include the date when you set up your eco-column, and the dates and descriptions

• when changes were made. Identify the number of days your eco-column has been in operation.

• Identify the pH, temperature, dissolved oxygen, nitrate, and phosphate content of your aquatic habitat and the point during the experiment when those measurements were taken.

• You should also have comparison data from other eco-columns in the classroom. Look for such things as plant growth, decomposition rate, and water turbidity.

Conclusion and analysis: this is the most important part of the report. • You should identify food chains and food webs in each of your habitats. Identify any biogeochemical

cycles that are present.

• Try to figure out how the three habitats have affected each other. Answer the question: why are there such large differences between the eco-columns in the classroom?

• Make sure to identify the roles of the various biotic factors such as decomposers, producers, consumers, etc.

• Identify changes that occurred in your eco-column, such as the water going from murky to clear in the aquatic habitat, and why such changes occurred and their implications as far as the health of the ecosystem is concerned.

• Compare your artificial ecosystem to real ones outside the classroom. How are they similar? How are they different? Was your eco-column a closed system or an open system or something in-between and how does that affect it?

• What kinds of niches were available to the various organisms and did you notice any instances of competitive exclusion occurring? Did you observe the law of tolerance in action? What were the limiting factors in your habitats?

• Was there any form of succession taking place in your eco-column or in the eco-columns of other students?

• Plant life seemed to have a difficult time in the terrestrial habitats. Why do you think this was so?

• Various colors sprang up in several of the habitats? There were splotches of red and black on the sand and gravel in the aquatic habitats. Yellow, white, and beige goo and fuzz seemed to invade several of the decomposition habitats. What do you think was causing all these various color changes?

• Please comment about the stability and sustainability of the various eco-columns in the classroom. Do some eco-columns appear to be more stable than others? Why is this so?

• Finally, please explore any analogies that can be made between your mini-worlds (eco-columns) and the real world. Do the eco-columns teach us anything about real world ecosystems?

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ECO-COLUMN REPORT – Examples

Here are some examples of conclusions and observations that students may make in the analysis part of their eco-column reports.

• Decomposition in the aquatic chamber increases turbidity which reduces incoming light and decreases plant photosynthesis.

• If the fish and snails die, then their will be less carbon dioxide available for the plants.

• The carbon cycle was demonstrated by the absorption of carbon I dioxide by plants and their eventual decomposition.

• The hydrologic cycle could be observed and was driven by the heat lamp.

• The eco-column was a good example of the delicate balance between abiotic and biotic factors.

• Fungus and bacteria in the decomposition chamber help break down organic matter into inorganic nutrients.

• Abiotic factors such as soil and air serve as nutrients for biotic factors.

• Several food chains were observed such as light to plants to protists to fish to decomposers.

• Net primary productivity is not high enough to maintain a complex, viable ecosystem.

• The fish die when the DO2 level falls below 5ppm.

• Real ecosystems are more complex and thus more resilient than the "artificial" eco-column.

• A limiting factor for the fish was the amount of DO2 in the water.

• High levels of nitrates in the water let to eutrophication.

• Low pH levels will affect the viability of the eco-column.

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Clear Expectations for Performance:

ECO-COLUMN LAB GRADING RUBRIC

LAB REPORT SECTIONAL DESCRIPTIONS POINTS AVAILABLE

POINTS EARNED

OVERALL FORTMAT; TITLE AND CONTRIBUTION PAGES

ABSTRACT: Was the abstract a clear and accurate synopsis of the entire lab report?

PURPOSE: Was the overall purpose of the laboratory investigation effectively communicated?

INTRODUCTION: Was there a wide variety of background information from several different sources? Did the background information lay a solid foundation for further research and investigation?

HYPOTHESIS: Were legitimate hypotheses presented for each of the eco-column's three environments?

MATERIALS: Was a complete and accurate list of materials used during the lab presented?

PROCEDURE: Was there a clear description of what was done so that other investigators could repeat and verify your work?

DATA COLLECTION: Was there a thorough presentation of the data that was collected during the investigation? Were there drawings, charts, and graphs that helped with the understanding and interpretation of the data and the overall investigation?

SOURCES OF ERROR: Did the lab report include a comprehensive discussion of possible errors?

ANALYSIS: Was the team able to identify biogeochemical cycles, food chains, food webs, ecosystem roles, and limiting factors? Was the team able to make cause and effect, and correlational connections between abiotic factors such as dissolved oxygen levels, temperature, and pH, and the living organisms in the eco-column? (See Analysis List for detailed Analysis section grading)

CONCLUSION: Was the team able to make meaningful over-all conclusions based on their analysis? Did their data and analysis support their hypotheses?

SUBTOTAL OF POINTS EARNED

TIMES NUMBER OF PEOPLE ON THE TEAM

TOTAL TEAM POINTS EARNED

POINTS EARNED BY:

POINTS EARNED BY:

POINTS EARNED BY:

POINTS EARNED BY:

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Checklist Of Possible Items Expected To Be Found In The Analysis Section Of The Eco-Column Report.

1. Description of the carbon cycle found in one or more of the habitats. 2. Description of the water cycle found in one or more of the habitats. Description of the nitrogen cycle found in

one or more of the habitats. 3. Description of the phosphorous cycle found in one or more of the habitats. 4. A description of food chains in one or more of the habitats. 5. A description of food webs in one or more of the habitats. 6. Identification of producers, consumers, decomposers, detritus feeders, and scavengers in one or more of the

habitats. 7. Analysis of the effect of changing DO2 levels on the viability of the biota. 8. Analysis of the effect of pH on the biota. 9. Analysis of the effect of temperature on the biota. 10. Analysis of the effect of nitrogen levels on the biota. 11. Analysis of the effect of phosphorous levels on the biota. 12. Analysis of why there were odor changes in the habitats. 13. Analysis of why there were turbidity changes in the aquatic habitat. 14. Discussion and description of the various organisms and their effects in the decomposition chamber. 15. Discussion of the limiting factors affecting various organisms in the three habitats. 16. Description of the Range of Tolerance for various organisms in the three habitats. 17. Identification and discussion of examples of Competitive Exclusion in the three habitats. 18. Discussion on the possible causes of Eutrophication in the aquatic chamber. 19. Discussion on the interrelationship among the three habitats. 20. Identification of organism found in all three habitats. 21. Description and discussion concerning microorganisms found in the aquatic habitat. 22. Discussion concerning the life and death of the fish. 23. Discussion on how the availability of light affected the habitats in the eco-column, 24. Discussion on the synergistic affect of multiple variables. 25. Discussion analyzing the role of complexity in an ecosystem. 26. Analysis concerning the differences among the various eco-columns: Why did some aquatic habitats remain crystal

clear why others turned black or brown and murky? 27. Discussion of factors that affected the growth of the flora in the terrestrial chamber. 28. Discussion of factors that affected the rate of decomposition in the decomposition chamber. 29. Identification and discussion of any examples of predation, parasitism, mutualism, or commensalisms. 30. Discussion of how energy flows through the ecosystems. 31. Observations of intraspecific or interspecific competition or territoriality. 32. Observations of interference competition or exploitation competition. 33. Descriptions of resource partitioning. 34. Discussion of why some eco-columns showed greater inertia or persistence than others. 35. Discussion of why some eco-columns showed greater resilience than others.

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VI. Sample Immersion (Extended Investigation) Project for Biology Under Construction

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VII. Appendices A. References and Suggested Readings Amaral., O.M., Garrison, L. 2002. Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction. Bilingual Research Journal, 26; 2 Summer 2002 Amirian, S. (October 31 2003). Pedagogy and Video Conferencing. A Review of Recent Literature. A Poster Session at “Collaboration Through Networking: “Technology in education” First NJEDge.NET Conference Plainsboro, NJ. Anderson, L.W., Krathwohl, D.R., editors. 2001. A Taxonomy for Learning, Teaching, and Assessing. Addison Wesley Longman, Inc. Bredderman, T. (1983). Effects of activity-based elementary science on student outcomes: A quantitative synthesis. Review of Educational Research, 53(4), 499-518. Century, JR & AJ Levy (2003). Researching the Sustainability of Reform, Factors that Contribute to or Inhibit Program Coherence. Newton, MA: Education Development Center. Dechsri, P., Jones, L. L., Heikinen, H. W. (1997). Effect of a Laboratory Manual Design Incorporating Visual Information-Processing Aids on Student Learning and Attitudes. Journal of Research in Science Teaching. 34, 891-904. Engle, R.W., Conway, A. R. (1998). Working Memory and Comprehension. In R. Logie, K. Gilhooly (Eds.), Working Memory and Thinking (p. 70), UK, Psychology Press Ltd. Feurstein, R., (1981). Instrumental Enrichment. University Park Press, Baltimore MD. Garet, M.S., Porter, A.C. Desimone, L., Birman, B.F., & Yoon, K.S. 2001. What makes professional development effective? Research from a national sample of teachers. American Educational Research Journal, 38(4), 915-945. Glynn, S. M., Takahashi, T. (1998). Learning from Analogy-Enhanced Text. Journal of Research in Science Teaching. 35, 1129-1149. Gobert, J.D., Clement, J. J. 1999. Effects of Student-Generated Diagrams versus Student-Generated Summaries on Conceptual Understanding of Causal and Dynamic Knowledge in Plate Tectonics. Journal of Research in Science Teaching. 36, 39-53. Holliday, W.G., (1981). Selective attentional effects of textbook study questions on student learning in science. Journal of Research in Science Teaching. 12(1), 77-83. California Department of Education Press (2000). Science Content Standards for California Public Schools

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California Department of Education Press (2003). Science Framework for California Public Schools. Larkin, J.L., Simon, H. A. (1987). Why a Diagram is (Sometimes) Worth Ten Thousands Words. Cognitive Science, 11, 65-69. Novak, J. D., Gowin, D. B. (1984). Learning How to Learn. Cambridge: Cambridge University Press. Resnick L.B., & Hall M. W. ((2001) The Principals for Learning: Study tools for educators. (CD Rom version 2.0) Pittsburg, PA: University of Pittsburg, Learning, Research and Development Center, Institute for Learning. (www.instituteforlearning.org). Resnick, L.B. (1992) From protoquantities to operators: Building mathematical competence on a foundation of everyday knowledge. Analysis of arithmetic for mathematics teaching (pp 373 – 429) Hillsdale, NJ Erlbaum. Schwartz, Daniel, (1993). The Construction and Analogical Transfer of Symbolic Visualizations. The Journal or Research in Science Teaching. 30, 1309-1325. Shymansky, J.A., Hedges, L.V., & Woodworth, G. 1990. A reassessment of the effects of inquiry-based science curricula of the 60s on student performance. Journal of Research on Science Teaching, 27 (2), 127-144) Stoddart, T., Pinal, A., Latzke, M. & Canady, D. 2002. Integrating inquiry science and language development for English language learners. Journal of Research in Science Teaching, 39(8), 664-687. Stohr-Hunt, P.M. 1996. An analysis of frequency of hands-on experience and science achievement. Journal of Research in Science Teaching, 33(1), 101-109. Wise, K.C. 1996, July/August. Strategies for Teaching science: What Works: The Clearing House, 337-338.

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B. Culturally Responsive Suggested Readings Compiled by Dr. Noma LeMoine, Ph.D Banks, J.A., (1994). Cultural Diversity and Education: Foundations, Curriculum and Teaching. (4th ed.). Boston: Allyn and Bacon. Banks, J.A., (1999). An Introduction to Multicultural Education. (2nd edition). Boston: Allyn and Bacon. Banks, J.A., (1997). Educating Citizens in a Multicultural Society. New York: Teachers College Press, 1997. Gay, G. (2000). Culturally Responsive Teaching, Theory, Research, and Practice. New York and London, Teachers College Press. Gay, Geneva. At the Essence of Learning: Multicultural Education. West Lafayette, IN: Kappa Delta Pi, 1994. LC 1099.3.G39, 1994. Gay, G. & Baber, W. Ed. Expressively Black: The cultural basis of ethnic Identity, New York: Praeger Publishers, 1987 Ladson-Billings, G. (1992). Liberatory Consequences of Literacy: A Case of Culturally Relevant Instruction for African American Students. Journal of Negro Education 61. 378-391. Ladson-Billings, G. (1994) The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass Inc. Ladson-Billings, G. (1995) Toward a Critical Race Theory of Education. Teachers College Record, 97, pp 47-68. Ladson-Billings, G. (1995) Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal Fall, 32, No.3. 465-491. Lee, C.D. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal. Lee, C.D. (in preparation). Literacy, Technology and Culture. Giyoo Hatano & Xiaodong Lin (Special Guest Editors), Technology, Culture and Education, Special Issue of Mind, Culture, and Activity. Lee, C.D. (2000). The State of Research on Black Education. Invited Paper. Commission on Black Education. American Educational Research Association.

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Lee, C.D. (1997). Bridging home and school literacies: Models for culturally responsive teaching, a case for African American English. In James Flood, Shirley Brice Heath, & Diane Lapp (Eds.), A Handbook for Literacy Educators: Research on Teaching the Communicative and Visual Arts. New York: Macmillan Publishing Co. Lee, C.D. (1995) A culturally based cognitive apprenticeship: Teaching African American high school students skills in literacy, interpretation. Reading research Quarterly, 30(4), 608-631. LeMoine, N. (2001). Language Variation and Literacy Acquisition in African American Students. In J. Harris, A. Kamhhi, & K. Pollock (Eds.), Literacy in African American Communities (pp. 169. 194). Mahwah, New Jersey: Lawrence Erlbaum associates Inc. Maddahian, E. & Bird, M. (2003). Domains and Components of a Culturally relevant and Responsive Educational Program. LAUSD Program Evaluation and Research Branch, Planning Assessment and Research Division. Publication No. 178. C. Mathematics Science Technology Centers The District operates six mathematics science technology centers. Each center is unique, but each has an extensive resource library and checkout materials that are available to District teachers. Center hours are Monday - Friday 8:00 A.M - 4:30 P.M. All centers offer professional development, teachers can inquire and enroll in trainings through each individual center. • Individual Teacher Usage Teachers may access any of the District centers and sign up to check out materials. Materials are on loan for 2 weeks and are to be returned by the teacher. • Department Usage Science departments may choose to transfer monies to the Van Nuys Mathematics Science Center for the purpose of obtaining science materials. The Van Nuys Center typically stocks live supplies and dissection materials. Contact the Van Nuys Center for the appropriate forms and list of current materials. When available, materials are delivered on the following schedule. • Delivery Schedule for High Schools from the Van Nuys MST Center Please note that this is for the year 2003 -2004 and will be revised every school year. Order forms must be received at the Science Materials Center at least ten (10) working days prior to the required delivery date.

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ROUTE 1 -The delivery day for Route 1 will normally be Tuesday. September 14 September 28 October 12 October 26 November 9 November 30 December 14

(Winter Break) January 19 February 1 February 15 March 1 March 15 (Spring Break)

April 5 April 19 May 3 May 17 June 1 June 14

ROUTE 2 - The delivery day for Route 2 will normally be Wednesday. September 14 September 29 October 13 October 27 November 9 December 1 December 15

(Winter Break) January 19 February 2 February 16 March 2 March 16 (Spring Break)

April 6 April 20 May 4 May 18 June 1 June 15

ROUTE 3 - The delivery day for Route 3 will normally be THURSDAY. September 15 September 30 October 14 October 28 November 10 December 2 December 16

(Winter Break) January 20 February 3 February 17 March 3 March 17 (Spring Break)

April 7 April 21 May5 May 19 June 2 June 16

ROUTE 4 - The delivery day for Route 4 will normally be Tuesday. September 21 October 5 October 19 November 2 November 16 December 7 (Winter Break)

January 11 January 25 February 8 February 23 March 8 (Spring Break) March 29

April 12 April 26 May 10 May 24 June 7 June 21

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ROUTE 5 - The delivery day for Route 5 will normally be Wednesday. September 22 October 6 October 20 November 3 November 17 December 8 (Winter Break)

January 12 January 26 February 9 February 23 March 9 (Spring Break) March 30

April 13 April 27 May 11 May 25 June 8 June 22

ROUTE 6 - The delivery day for Route 6 will normally be Thursday. September 23 October 7 October 21 November 4 November 18 December 9 (Winter Break)

January 13 January 27 February 10 February 24 March 10 (Spring Break) March 31

April 14 April 28 May 12 May 26 June 9 June 23

7-7

ADAMS MS/MAG 4 ADAMS HS 1 AGGELER HS 1 ALISO HS 1 ANGEL’S GATE HS 6 ARROYO SECO ALT 3 AUDUBON MS/MAG 5 AVALON HS 6 BANCROFT MS/MAG 4 BANNING HS/MAG 6 BELL HS 4 BELMONT HS 4 BELVEDERE MS/MAG 3 BERENDO MS 5 BETHUNE MS 4 BIRMINGHAM HS/MAG 1 BOYLE HEIGHTS CHS 3 BRAVO MEDICAL MAG 3 BURBANK MS 3 BURROUGHS MS/MAG 5 BYRD MS/MAG 2 CANOGA PARK HS/MAG 1 CARNEGIE MS 6 CARSON HS 6 CARVER MS 4 CENTRAL HS 3 CHATSWORTH HS 1 CHEVIOT HILLS HS 5 CLAY MS 6 CLEVELAND HS/MAG 1 COLUMBUS MS 1 COOPER HS 6 CRENSHAW HS/MAG 5 CURTISS MS/MAG 6 DANA MS 6 DEL REY HS 5 DODSON MS/ MAG 6 DORSEY HS/MAG 5 DOUGLAS HS 1 DOWNTOWN BUS MAG 4 DREW MS/MAG 4 EAGLE ROCK HS/MAG 3 EAGLE TREE HS 6 EARHART HS 2 EDISON MS 4 EINSTEIN HS 1 EL CAMINO REAL HS 1 EL SERENO MS/MAG 3 ELIZABETH ST. LC 4 ELLINGTON HS 6 EMERSON MS 5 EVANS CAS 3 EVERGREEN HS 2 FAIRFAX HS/MAG 4 FLEMING MS 6 FOSHAY MS 5 FRANKLIN HS/MAG 3 FREMONT HS/MAG 4 FROST MS 1 FULTON MS 2 GAGE MS 4 GARDENA HS/MAG 6 GARFIELD HS/MAG 3 GOMPERS MS 6 GRANADA HILLS HS/MAG 1 GRANT HS/MAG 2

GREY HS 1 GRIFFITH MS/MAG 3 HALE MS 1 HAMILTON HS/MAG 5 HARTE INTERMEDIATE 5 HENRY MS 1 HIGHLAND PARK HS 3 HOLLENBECK MS 3 HOLLYWOOD HS/MAG 4 HOLMES MS/MAG 1 HOPE HS 4 HUNTINGTON PARK HS 4 INDEPENDENCE HS 1 INDEPENDENT STUDY CTR. 2 INDIAN SPRINGS HS 5 IRVING MS 3 JEFFERSON HS 4 JOHNSON HS 4 JORDAN HS/MAG 4 KENNEDY HS 1 KING MS 3 KING-DREW MEDICAL MAG 6 LAUSD/LA CENTRAL LIBRARY 4 LAUSD/USC MATH SCIENCE 5 LAWRENCE MS 1 LE CONTE MS/MAG 4 LEONIS HS 1 LEWIS HS 2 LINCOLN HS 3 LOCKE HS 6 LONDON HS 2 LOS ANGELES ACADEMY M.S 4 LOS ANGELES CES 5 LOS ANGELES CO. HS/ARTS 3 LOS ANGELES HS/MAG 5 MACLAY MS 2 MADISON MS/MAG 2 MANN MS 5 MANUAL ARTS HS/MAG 5 MARINA DEL REY MS 5 MARK TWAIN MS 5 MARKHAM MS/MAG 4 MARSHALL HS 3 McALISTER HS 5 METROPOLITAN CONT 3 MID-CITY ALTERNATIVE 5 MIDDLE COLLEGE HS 6 MILLIKAN MS/MAG 2 MISSION HS 2 MONETA HS 6 MONROE HS/MAG 1 MONTEREY HS 3 MOUNT GLEASON MS 2 MOUNT LUKENS HS 2 MOUNT VERNON M.S 5 MUIR MS/MAG 5 MULHOLLAND MS 1 NARBONNE HS/MAG 6 NEWMARK HS 4 NIGHTINGALE MS 3 NIMITZ MS 4 NOBEL MS/MAG 1 NO. HOLLYWOOD HS/MAG 2 NO. HOLLYWOOD ZOO MAG 3 NORTHRIDGE MS 1 ODYSSEY HS 4

OLIVE VISTA MS 2 OWENSMOUTH HS 1 PACOIMA MS/MAG 2 PALISADES HS/MAG 5 PALMS MS/MAG 5 PARKMAN MS 1 PATTON HS 6 PEARY MS/MAG 6 PHOENIX HS 5 PIO PICO MS 5 POLYTECHNIC HS/MAG 2 PORTER MS/MAG 1 PORTOLA MS/MAG 1 PUEBLO HS 3 RAMONA HS 3 REED MS 2 RESEDA HS/MAG 1 REVERE MS/MAG 5 RILEY HS 6 RODIA HS 4 ROGERS HS 2 ROOSEVELT HS/MAG 3 SAN ANTONIO HS 4 SAN FERNANDO HS/MAG 2 SAN FERNANDO MS 2 SAN PEDRO HS/MAG 6 SEPULVEDA MS/MAG 2 SHERMAN OAKS CES 1 SOUTH GATE HS 4 SOUTH GATE MS 4 STEVENSON MS/MAG 3 STONEY POINT HS 1 SUN VALLEY MS 2 SUTTER MS 1 SYLMAR HS/MAG 2 TAFT HS 1 TEMESCAL CANYON HS 5 32ND ST. ARTS/MATH/SCI 5 THOREAU HS 1 TRUTH HS 6 UNIVERSITY HS 5 VALLEY ALTERNATIVE 1 VAN NUYS HS/MAG 2 VAN NUYS MS/MAG 2 VENICE HS/MAG 5 VERDUGO HILLS HS 2 VIEW PARK HS 5 VIRGIL MS 4 WASHINGTON HS/MAG 6 WEBSTER M.S 5 WEST GRANADA HS 1 WESTCHESTER HS/MAG 5 WESTSIDE ALTERNATIVE 5 WHITE MS 6 WHITMAN HS 4 WILMINGTON M.S 6 WILSON HS/MAG 3 WRIGHT MS/MAG 5 YOUNG HS 5

7-8

D. Secondary Science Personnel

CENTRAL OFFICE STAFF Todd Ullah, Director of Secondary Science Programs

Hilda Tundstad, Senior Secretary Roberta Herman, Supervising Accounting Tech

Sara Mejia, Office Assistant Don Kawano, Middle School Science Coordinator Diane Watkins, High School Science Coordinator

Myrna Estrada, Integrated Coordinated Science Specialist Karen Jones, Administrative Analyst

EAST LOS ANGELES MST CENTER Phone (323) 261-1139 Fax (323) 261-4901

961 Euclid Avenue, Los Angeles 90023 Albert Rodela, Elementary Science Advisor Angela Okwo Secondary Science Advisor Lori P. Lewis, Senior Office Assistant Tim Brown, Math/Science Technician

LOWMAN MST CENTER Phone (818) 765-3404 Fax (818) 765-4101

12827 Saticoy Street, North Hollywood 91605 Diana Takenaga-Taga, Elementary Science Advisor Daniel McDonnell Secondary Science Advisor Ripsime Arakelian, Senior Office Assistant Steve Kobashigawa, Math/Science Technician

SAN PEDRO MST CENTER Phone (310) 832-7573 Fax (310) 548-4407

2201 Barrywood, San Pedro 90731 Lillian Valadez-Rodela, Elementary Science Advisor John Zavalney, Secondary Science Advisor Emma Jackson, Senior Office Assistant

VAN NUYS MST CENTER Phone (818) 997-2574 Fax (818) 344-8379

6625 Balboa Boulevard, Van Nuys 91406 Teena Silver, Elementary Science Advisor David Hicks Secondary Science Advisor Nancy Bentov, Secretary Betty Hersh, Office Assistant Lynne Bernstein, Life Science Lab Technician Ron Tatsui, Math/Science Technician Robert Sosa, Math/Science Technician Gary Cordon, Light Truck Driver Tim Weld, Light Truck Driver

WESTSIDE MST CENTER Phone (310) 390-2441 Fax (310) 397-5861 1630 Walgrove Avenue, Los Angeles 90066

Henry Ortiz, Secondary Science Advisor Laurence Daniel, Math/Science Technician

SAN GABRIEL MST CENTER Phone (323) 564-8131 Fax (323) 564-3463 8628 San Gabriel Avenue, South Gate 90280

Mark Gagnon, Elementary Science Advisor KJ Walsh, Secondary Science Advisor Quinta Garcia, Senior Office Assistant John Mann, Math/Science Technician

Los Angeles Unified School District Science Branch

Los Angeles Urban Systemic Program Mathematics/Science Department 333 South Beaudry Avenue, 25th Floor

Los Angeles, CA 90017 (213) 241-6880 Fax (213) 241-8469

Roy Romer SUPERINTENDENT OF SCHOOLS

Ronni Ephraim Chief Instructional Officer

Liza G. Scruggs, Ph.D. Assistant Superintendent Instructional Support Services Todd Ullah Director Sceondary Science Norma Baker Director Elementary Programs

7-9

Local District Personnel

Local District 1 6621 Balboa Blvd. Van Nuys, CA 91406 Luis Rodriguez, Science Expert Phone: 818-654-3600 Fax: 818-881-6728 luis.x.rodriguez@lausd.net

Local District 2 The Academy Building 5200 Lankershim Blvd. North Hollywood, CA 91601 Dave Kukla, Science Specialist Phone: 818-755-5332 Fax: 818-755-9824 dave.kukla@lausd.net

Local District 3 3000 Robertson Blvd., Suite 100 Los Angeles, CA 90034 Karen Jin, Science Expert Phone: 310-253-7143 Fax: 310-842-9170 karen.jin@lausd.net

Local District 4 Harbor Building 4201 Wilshire Blvd., Suite 204 Los Angeles, CA 90010 Thomas Yee, Science Specialist Phone: 323-932-2632 Fax: 323-932-2114 thomas.yee@lausd.net

Local District 5 2151 North Soto St. Los Angeles, CA 90032 Robert Scott, Science Expert Michelle Parsons, Science Expert Phone: 323-224-3139 Fax: 323-222-5702 robert.scott@lausd.net Michele.parsons@lausd.net

Local District 6 Bank of America Building 5800 S. Eastern Ave., 5th Floor City of Commerce, CA 90040 Pamela H. Williams, Science Expert Phone: 323-278-3932 Fax: 323-720-9366 pamela.williams@lausd.net

Local District 7 10616 S. Western Ave. Los Angeles, CA 90047 Roman del Rosario Phone: 323-242-1356 Fax: 323-242-1391 roman.delrosario@lausd.net

Local District 8 1208 Magnolia Ave. Gardena, CA 90247 Gilberto Samuel, Science Expert Phone: 310-354-3547 Fax: 310-532-4674 gilberto.samuel@lausd.net

7-10

E. Recommended Programs and Contacts

Program Standard or Standard Set Covered

Grade Levels

Contact

Center for Marine Studies at Fort Mac-Arthur

Energy In the Earth System 5b, 5d, 5g, Chemistry Standard Set 6 Solutions 6a, 6d, Acids and Bases5b,5d

9-12 Jeanine Mauch 310 547 9888

Three day program created by LAUSD teachers provides a marine setting for students to conduct field labs to investigate the marine environment. Provides exemplary marine science curricular journeys to students of all ages centered around the Marine Mammal Care Center at Fort MacArthur and the Los Angeles Oiled Bird and Education Center. Parks as Laboratories

Energy In the Earth System 4b, Acids and Bases 5d,5a Solutions 6a, 6d, Acids and Bases5b,5d

9-12 John Blankenship 805 498-0305

One day program with National Park Service staff and retired LAUSD teachers lets students investigate the biotic and abiotic factors that affect the different ecosystems in the Santa Monica Mountains. Students learn to use a multitude of science tools and receive data to take back to the classroom to analyze with their teacher. GLOBE Energy In the Earth System 4b

4c, 5e, Solutions 6a, 6d, Acids and Bases5b,5d, Climate and Weather 6a,6b ,6d Biogeochemical Cycles 7b, 7c. Waves 4f. Ecology

9-12 Westside MST Center Henry Ortiz 310 390 2441 www.globe.gov

Program involves students in ongoing scientific research with national and international scientists to investigate their environment. Program includes scientific protocols in Hydrology, Land Cover, Soil, Atmosphere, GPS. Students also learn how to analyze the reflection bands of satellite images using image processing and use GIS to make land cover maps. COSEE West Marine Science Activities

California geology 9a, 9c Energy in the Earth System Ocean and Atmospheric Circulation 5a,5b, 5c,5d

9-12 Dr, Judith Lemus 213 740-1965

Center for ocean Sciences Education Excellence (COSEE-West) activities use the marine sciences as a context for learning biology, chemistry, physics and earth science. Activities and trainings utilize university staff and experienced teachers to deliver content and pedagogy to teach about ongoing cutting edge research.

7-11

Program Standard or Standard Set Covered

Grade Levels

Contact

Fluid Earth/Living Ocean Inquiry Training

Biogeochemical Cycles7a,7b 7c. Ecology 6e,6f Genetics 2d. Cell Biology 1a Chemical thermodynamics 7a,7b Solutions 6 a, 6b, 6d,6e*,6f* Gases and their properties 4b,4c,4e Chemistry 1a,1b,1c,1d,1e Waves 4a,4b,4c,4d,4f Energy in the Earth System Ocean and Atmospheric Circulation 5a,5b, 5c,5d Dynamic Earth Processes 3a,3b,3c,3d,3e*

9-12 Dr. Erin Baumgartner 800 799-8111 Henry Ortiz Westside MST Center 310 390 2441

Inquiry lessons in this program contain classroom-tested activities that successfully teach important concepts dealing with the marine environment. National Parks Wildland Fire Ecology

Solutions 6a, 6d, Acids and Bases5b,5d. Heat and Thermodynamics 3a Solutions 6 a, 6b, 6d,6e*,6f*

9-12 Barbara Applebaum 805 498 0305

Program takes students into environments that have burned in the National Park System to compare and contrast burn areas with non burn areas in the Santa Monica Mountains. Program utilizes national Park staff and experienced retired LAUSD science teachers. Bio-Technology Training

Genetics (Molecular Biology) 4a,4b,4c,4d Genetics (Biotechnology) 5a, 5b,5c,5d*

9-12 Lowman MST Center Dan McDonnell 818-759-5310

Program allows students the opportunity to use sophisticated biotechnology equipment and kits to investigate topics that address the science standards in genetics and cell biology. Students use restriction enzymes (endonucleases) to cut DNA into fragments and separate lengths using gel elecrophoresis. Trout In the Classroom

Ecology 6a,6b,6c,6d,6e,6f,6g* 9-12 Westside MST Center Henry Ortiz 310 390 2441

Partnership with the department of Fish and Game allows students the opportunity to raise trout in their own classroom to investigate the life cycle of organisms, biotic and abiotic factors that influence the health of Salmonids and the natural environmental conditions necessary to

7-12

Program Standard or Standard Set Covered

Grade Levels

Contact

sustain populations in the wild. Students are involved in creating an artificial environment that will maintain the health of the trout. Temescal Canyon Field Science Program

Energy In the Earth System 4b, Acids and Bases 5d,5a Solutions 6a, 6d, Acids and Bases5b,5d

9-12 Kristen Perry 310 454-1395 Ext. 151

Three day program uses the natural environment in Temescal Canyon for students to investigate the Natural environment using scientific tools. Students contribute data to a national database that can be investigated on the students return to their campus so that it can be compared to other data worldwide. Channel Islands National Marine Sanctuary

California Geology 9a, 9c Ecology 6a,6b,6c,6d,6e,6f,6g*

9-12 Laura Francis 805 884-1463

The mission of the Channel Islands Marine Sanctuary is to protect the marine life, habitats and cultural resources in the waters surrounding the Channel Islands. This is accomplished through research, education and resource protection programs. The agency works in partnership with the center for Image Processing in Arizona and with other educational agencies such as LAUSD to conduct science teacher training programs. The Channel Islands Marine Resource Institute

Wendy Mayea 805-488-3568 e-mail: CIMRI2002@yahoo.com

The Channel Islands Marine Resource Institute, founded in 1997 in partnership with Oxnard College, is a marine resource facility located at the entrance to the Port Hueneme Harbor. CIMRI’s objectives focus on education, research, restoration, and conservation. Our non-profit facility has circulating ocean water with over 3000 sq. feet of wet lab space and a classroom area. CIMRI offers age-specific K-12 guided tours and a mobile touch tank. Tours may include videos, touch tank, and multi-tank experiences; including encounters with a variety of species of echinoderms, crustacea, mollusks, and fish. Students will see our continuing White Sea bass and white abalone restoration projects in progress. High school students can jumpstart their entrance to Oxnard College’s Marine Studies Program by taking classes during their senior year. CIMRI also offers sabbatical opportunities for educators to develop their own project or participate in an ongoing project.

7-13

Program Standard or Standard Set Covered

Grade Levels

Contact

Cabrillo Marine Aquarium Education Program

Ocean and Atmospheric Circulation 5b,5d,5f. Ecology 6a,6b,6c,6d,6e 6f,6g*. California geology 9a, 9c

9-12 Linda Chilton 310 548 7562

Year-round after 1 pm: Outreach – brings the ocean to your school. Year-round: Sea Search – guided hands-on marine lab and field investigations. Year-round*customized programs are available. New Aquatic Nursery program – the science of aquaculture and how we do Science. New Exploration Center – an opportunity to explore and investigate coastal habitats and the processes that impact them through hands-on investigations Roundhouse Marine Studies Lab & Aquarium

Ecology 6a,6b,6c,6d,6e, 6f,6g* California Geology 9a, 9c Ocean and Atmospheric Circulation 5b,5d,5f

9-12

A non-profit teaching based aquarium. Oceanographic Teaching Stations, Inc. (O.T.S.) was established in 1979 by our founding Board Member, Richard L. Fruin, and was incorporated as a California non-profit organization under section 501(c)(3) of the Internal Revenue Code in 1980. O.T.S. currently operates the Roundhouse Marine Studies Lab and Aquarium ("Roundhouse") located at the end of the Manhattan Beach Pier. As stated in its corporate articles, the specific and primary purposes of O.T.S. and the Roundhouse are to foster and promote the public study of, and interest in, the oceans, tidelands and beaches of Southern California, the marine life therein, and the impact of human populations on that environment. Through its innovative educational programs, O.T.S. offers classes to schools located in the surrounding communities as well as throughout the greater Los Angeles area and teaches over 17,000 school children annually. As marine education is our main focus, O.T.S. has endeavored to make its classes and programs available to all children, regardless of income. While the majority of classes are funded by the schools, O.T.S. does offer some grant classes and is constantly pursuing grants to provide classes, free of charge, to teachers & their students. After a long relationship with the Los Angeles County of Education, all of our Marine Science Education Programs have been designed to meet statewide teaching standards for all age groups. Furthermore, and most importantly, our Co-Directors are also the teachers, the planners & the coordinators, which means, classes can all be catered to specifically meet teachers' needs! Santa Monica Pier Aquarium

Ecology 6a,6b,6c,6d,6e, 6f,6g* Ocean and Atmospheric Circulation 5b,5d,5f

9-12 Joelle Warren

7-14

Program Standard or Standard Set Covered

Grade Levels

Contact

Key to the Sea Curriculum--Key to the Sea is a revolutionary marine environmental education program designed for teachers and elementary school children throughout LA County. This program educates children (K-5) about watershed stewardship, storm water pollution prevention and marine conservation-through fun, hands-on and engaging educational activities. The program has an exciting Beach Exploration component, featuring outdoor education kits and trained naturalists. Key to the Sea makes it possible for children to experience the wonder of nature and to learn about the important responsibility we all share in taking care of our coastal environment. Young people, as future stewards of the environment, need to become aware of how stormwater pollution affects the beaches and marine environment, how they can protect themselves from the health risks of exposure to polluted waters, and how they and their families can make a difference by preventing pollution. Aquarium of the Pacific

Ecology 6a, 6b, 6c, 6d, 6e, 6f, 6g*. Ocean and Atmospheric

Circulation 5b,5d,5f

9-12 Amy Coppenger 888 826-7257

Aquarium offers learning experiences for students of all ages. Conduct field trips for students and trainings for teachers UCLA Sea World Marine Science Cruises

Ecology 6a, 6b, 6c, 6d, 6e 9-12 Peggy Hamner 310 206 8247

UCLA offers marine science Cruises for student groups to explore the world of an oceanographer and marine biologist. Cruises run four hours and take off from the Marina Del Rey harbor. AP Readiness Program

Advanced Placement Exams Content Training for teachers

Priscilla Lee 310 206 6047

Teachers are instructed in the content and laboratory exercises for various Advanced Placement classes by master teachers and university staff. Teachers are given the opportunity to bring students so they can learn along with them.

7-15

Program Standard or Standard Set Covered

Grade Levels

Contact

GLOBE In The City Air Quality Monitoring Program

Ecology 6a,6b,6c,6d,6e, 6f,6g* Gases and their properties 4b,4c,4e Chemistry 1a,1b,1c,1d,1e

Waves 4a,4b,4c,4d,4f

Priscilla Lee 310 206 6047

Students in this program are given the opportunity to use sophisticated air quality monitoring systems to conduct research along with UCLA professors and students. The end product of the program is a student published scientific report on an air quality issue in California. Teachers receive instruction from professors from the Institute of the Environment at UCLA. Departments represented include the school of mathematics and Atmospheric Sciences, The School of public Health and the School of Engineering.

Ocean Explorers Program

Waves 4a,4b,4c,4d,4f California Geology 9a, 9c Ecology 6a,6b,6c,6d,6e, 6f,6g*.

9-12 Steven Moore, Ph.D. Executive Director Center for Image Processing in Education 520/322-0118,ext.205

This program teaches participants how to use GPS and GIS technology to help students gain a greater appreciation and knowledge of California’s natural resources. The program emphasizes the 9-12 standards covering California Geology and utilizes state of the art programs to show students how to display more visually captivating scientific data on maps. The program also explores the nexus of science with language arts. Students are given the tools to strengthen and sharpen their presentation skills.